+ Language focus: Use the languagge focus about the past simple with wish, passive and the present perfect tense to choose the correct answers, find and correct the mistakes.... + Writin[r]
(1)Date of planning:14/08/2010 Date of teaching:16/08/2010
P.1 GETTING TO KNOW THE TEXTBOOK ENGLISH GRADE 9 Teaching Points
Getting familiar to the textbook and introducing the curriculum 1 Revision.
Simon says: Stand up
Listen and repeat Sit down
Read
Pick up your pens Write in your lesson notebooks
Put down your pen Copy off the board
Open your book Turn to page (14)
Close your book Look / Don’t look
Come here Look at exercise (4)
Go to the board 2 Presentation
Getting to know the textbook
Ss read the questions in the handouts and try to find the answers by themselves Handout
1 How many units are there in the book? Read pages 4- What they tell you? What skills we learn in each unit? What we have at the end of each unit?
5 Where can you find the Vietnamese equivalents?
6 What are there on pages 93-99? What can you with them? What is there on page 100?
8 What does / X mean?
Getting familiar with the Curriculum
+ How many times will you have the 15 text? In which periods?
+ How often you have English classes? + How many weeks are there in a school year? + Say “How to learn English well” in Vietnamese 3 Practice
Ss discuss the handouts in groups of Feedback by the “Lucky Letters” Further Practice
Guessing Game
S1: I’m reading page 80
S2: You’re looking for the Vietnamese equivalents! Getting to know the Blackboard layout.
Period New words
Lesson Remember
Teacher’s explanation Teacher’s draft Pictures
(2)
Date of teaching:16/08/2010
UNIT 1: A VISIT FROM A PENPAL Period 2:GETTING STARTED-LISTEN&READ
-LANGUAGE FOCUS 3
I Objectives: By the end lesson Ss will be able to introduce and respond, use past simple with wish II Language Content:
- Vocabulary: Climate , mosque
- Structure.: - wish + S + V ( past simple ) - used to + V
- The past simple
III Teaching aids: Pictures, English book, tape IV Procedures: Class organization
New lesson
Stages Content Activities
Warm up
Presentasion
Practice Consolidation
A Getting started: * Brain storming
The temple of literature Sam Son Beach
- The teacher introduces the name of the pictures and ask Ss "What happened?"
"What would you like ?"
- Request Ss to work in groups to talk about different famous places in Viet Nam
B Listen and read:
+ Pre-teach vocabulary: Climate (explanation), mosque (picture)
+ T gives some statement for Ss to predict T/F statement Razali is Lan's penpal
2 Razali comes from Thailand
3 Lan and Razali visited Ho Chi Minh's Mausoleum - Ss listen to the tape script twice
1st: Listen and compare
2nd: Listen and check the statements above - After listening, the T asks for the past simple tense - Then gets Ss the comprehension
- Ask Ss to read the text again to choose the correct option to complete the sentences on p.7
-> Key: 1- c; 2- e; 3- a; 4- d; 5- b
- Ask Ss to recommend places of interest in their city
- Ask them to discuss where they should take their friends to and what activities they should
C Language focus 3 - Get Ss to work in pairs example a: P1: You are not tall
P2: I wish I were taller
- Get Ss to practice in pairs b->i
- Call some pairs to practices before class and other ones give remark and T gives keys
T- whole class
T- whole class
(3)Homework
- The T gets Ss to retell what Lan and Razali did in VN - Recall the main content of the lesson
Wish + S + V ( past simple ) used to + V
The past simple
- Write a letter to the pen pal to introduce about the famous places in Viet Nam
Group work Pair work Individual
Adjustment:
(4)
Week 2nd
UNIT 1: A VISIT FROM A PENPAL Period 3: SPEAK.
I Objectives: By the end lesson Ss will be able to introduce themselves and respond to the introduction
II Language content:
- Vocabulary: Name of the countries
- Structure: Make and respond to introduction III Teaching aids:
Three pictures of Japan, England, Au text book IV Procedures
Stages Content Activities
Warm up
Pre- speaking
While-speaking
* Pelmanism
- Prepare ten cards with numbers on one side and the countries and their cities on the other
- Make sure the countries and the cities are mixed up Stick the cards on the board so Ss can only see the numbers - Divide the class into two teams and ask them to choose two numbers
- Turn over the cards and see if they match, e.g: Tokyo-Japan If not, turn the cards face down again and ask the other team to choose
- Continue until all the cards are turned over
Tokyo Perth Liverpool Bombay Hoi An
Japan Australia England India Vietnam
1 Work in pairs: T asks some pairs to introduce about themselves
Ex: ? What is your name please? -> My name is Lan
? How old are you? -> I'm 14 years old
2 Making and responding introduction: Make introduction
- Hello I'm Hoa I'm from … - Let me introduce myself - I'm 14 years old
Respond to : - Nice to meet you - Please
- Really So am I
3 Matching and ordering the conversation between Nga and Maryam:
-Pair work:
Feedback: + Key: 1- c; 5- b; 4- d; 2- e; 3- a
+ Elicting: Must be; Ex: You must be Nam + Be different from; Ex: Kuala Lumpur isn't different from Hanoi
1 Role adoption: (3a) S1; Nga and S2: Maryam
2 Preeribed role play; (3b) ask Ss to role play (Divide-class into groups)
(Make similar dialogue)
Group work
(5)Post- speaking
Consolidation
Homework
Report "My friend is Yoko" She is from Tokyo" (Write it up)
- Make and respond to introduction - Focus on the difference
- Introduce about members in your family - Recall the main content of the lesson: - Vocabulary: Name of the countries
- Structure: Make and respond to introduction - Ask Ss to copy one dialogue they like into their notebooks
Group work
Individual
Individual Adjustment:
(6)
UNIT 1: A VISIT FROM A PENPAL Period 4: LISTEN- LANGUAGE FOCUS 1,2
I Objectives: - By the end of this lesson, Ss will be able to listen to the conversation and check the numbers of the correct pictures, use past simple, and past simple with wish
II Language content: - The past simple
III Teaching aids: Tape, cassette, pictures, text books III Procedures:
Stages Content Activities
Warm-up
Pre-listening
While-listening
Post-listening
Warm up
A Listen - T gives some questions
- Have you ever gone to the park? - How often you go to the park? - What sign you often see there?
- Do you often see the sign "Don't walk on the grass" and "Don't cut the flowers" in the park?
- Have you ever eaten in the restaurant?
- How often you eat in the restaurant? With whom? - What food you often eat in restaurant?
- Have you ever eaten hamburgers? - Do you know about hamburger?
- Ask Ss to look at the pictures on the book Questions:
a What's the sign about in picture 1(2)? b What's the car's number in the picture 1(2)? c What's the restaurant's name in picture 1(2)? - Ask Ss to listen to the tape twice
- After the second listening, Ss give answers - Let Ss listen to the tape again
- Correct keys: a- 1; b- 2; c- - Give some questions:
1, Where does Carlo like walking? 2, What is she walking on?
3, Why shouldn't she walk on the grass? 4, Which bus are they in?
5, What food they eat?
- Let Ss listen to the tape again and answer the above questions
B Language focus 1,2
- T reviews the past simple tense by giving example She had breakfast last night
-> Get Ss to give how to use and structure
- T reviews the past simple with wish by giving example
Ex: I don't have a sister
T-whole class
Pair work
Individual
T-whole class
(7)Consolidation Homework
-> I wish I had a sister 2 Exercise 1:
- Ask some pairs to practice the example - Ask Ss to work in pairs
- Call some pairs to practice before class and other pairs to give remarks and correct
3 Exercise 2:
- Get Ss to look at the pictures and match the verb with suitable words
Buy Make Hang Go Paint
A cake Flowers
A picture of HN Colorful lamps Shopping
- Get them to compare with a partner and make the same key
- Get Ss to write the sentences what they did Ex: She made s cake
- Get some Ss to read aloud their answers and others give remark -> T gives key
- Sum up the main content of the lesson: The past simple tense
- Listen to the tape again - Prepare new lesson
Pair work
T-whole class
Pair work Individual
Adjustment:
(8)
WEEK 3rd
UNIT 1: A VISIT FROM A PENPAL Period 5: READ.
I Objectives: By the end lesson Ss will be able to practice improving reading skill and find necessary information
II Language content:
- Vocabulary : comprise, currency, Islam, religion, compulsory III Teaching aids: Map, text book, picture
IV Procedures:
Stages Content Activities
Warm- up
Pre- reading
While-reading
Post- reading
T/ F
a The capital of Malaysia is Kuala Lumpur b There is a religion in Malaysia
c The national language is English
1 Introducing the topic: Use a map and a picture of Malaysia
2 Pre- teach:
- Comprise (explanation) - Buddism (picture) - Islam (picture) - Compulsory (ant)
Checking vocab: Rub out and remember Pre- reading task:
Divide class into groups to discuss and answer guiding questions
? What you know about Malaysia?
? Can you give me some information about Malaysia?
- 1st reading: Ss read and find information for part a - 2nd reading: Filling the table with the right information about Malaysia
* Answer keys:
1 329,758 sq km Climate: Tropical Over 22 million ringgit
5 Kuala Lumpua Islam Bahasa Malaysia English - 3rd reading: Check T/ F (part b) * Answer keys:
1 T
2 F (there are more than two regions)
3 F (English, Chinese, and Tamil are also widely spoken) F (one of the three: Malay, Chinese, Tamil)
5.F (English is a compulsory second language, not primary language of instruction)
T calls some Ss to correct the false statements Ask and answer information from the text
T-whole class
(9)Homework
What kind of climate in Malaysia?
Teacher calls one or two Ss to summarize the text Write (about sentences) about Malaysia
Adjustment;
(10)
Unit 1: A visit from a pen pal Period 6: Write. I Objectives: By the end of this lesson, Ss will be able to: - Write a letter to their family when being far from home - Understand the frame of a letter
- Write a letter using given ideas/ suggestions II Language content:
Write a personal letter
III Teaching aids: Poster, textbook, board and chalk IV Procedures:
Stages Content Activities
Warm- up
Pre- writing
While-writing
- T introduces a letter she has got - T gives some main ideas
- T asks Ss to answer: What kind of the letter is it?
* Brainstorm: When you are far from home, you want to write a letter to your family What you want to tell?
- Things bought - The time of arrival
- The food tried - The people and places visited - Means of transport
* Elicitation: Asks some questions basing on the information in yellow table
E g: You are on your vacation in NhaTrang - When did you arrive?
- How did you get there? - What places have you visited? - Which people have you met? - Which food have you bought? + Ss work in group of four
+ T give feed back by hanging a poster on the board E g: I arrived in Nha Trang last weekend
I got here by train
I've visited Nha Trang Beach (long, beautiful ) I've met many foreign people
I've tried Chinese food I've bought many souvenirs
- T asks Ss to work individually to write a letter with the given information
- Ask Ss to look at the outline on page 11 and ask them what part of the letter they are going to write.(Body of the letter) - Ask Ss to follow the outline to write their own letter
- Ask them to swap their letters, compare with their partner’s, and correct if they can
- T gives feed back and correction
I arrived at Da Nang airport at p.m in the afternoon on Tuesday Hoa and Nam met me at the airport, then they took me home by taxi
T-whole class
(11)Post-writing Consolidation
Homework
I have visited many places like the beaches, the Cham Museum, Marble Mountains, supermarkets, the water park I have tried different foods: seefood, Da Nang specially I feel so happy and enjoy myself so much The people here are so nice and friendly, the foods are so delicious, and the sights are so beautiful I will leave Da Nang at p.m next Thursday, and will arrive home at 11 p.m Please pick me up at the airport
- Choose some letters to correct in class - Gives confirmation (frame of a letter) Eg: Dear Mom and Dad
I arrived
Ask Ss to write a letter to their family when they are on their vacation in Ho Chi Minh City
Individual Adjustment:
(12)
UNIT 2: CLOTHING
Period 7: GETTING STARTED - LISTEN & READ. I Objectives: By the end of this lesson, Ss will be able to:
- Respond to question of personal preferences
- Give opinions about the traditional dress of Viet Nam women II Contents:
- Vocabulary: traditional dress, long silk, tunic, material, fashionable, designer - Structure.: The present perfect
The passive
II Teaching aids: - Pictures, posters, tape III Procedures:
Stages Content Activities
warm- up
Pre- reading
While-reading
A Getting started
- T elicits Ss from the pictures (in the text book) + Let Ss work in pairs: Where is he/ she from? + then requests Ss to match: a Viet Nam b Japan
B Listen and repeat - Set the scene: Give introduction of the text - Pre- teach vocabulary: Design (explanation) Fashional (explanation) Convenient
Unique example/ explanation
- T/ F statement prediction
1, The "Ao dai" is the traditional dress of Vietnamese women 2, The Vietnamese women can not continue to wear the unique dress
3, Now fashion designs want to change the traditional "Ao dai"
- Let Ss listen to understand and check their prediction (1T, 2F, 3T)
- Ss listen again then read to complete sentences (1- P.14) *Answer keys:
1 poem, novel, and songs
2 long silk tunic with slits up the sides worn over loose pants
3 to wear modern clothing at work lines of poetry on it
5 symbols such as suns, stars, crosses, and stripes
- Comprehension questions: Work in pairs to ask & answer (1- P.14)
*Answer keys:
1 Traditional, men and women used to wear the “ao dai” Because it is more convenient
3 They have printed lines of poetry on it or have added symbols such as suns, stars, crosses, and stripes to the “ao dai”
Pair work
T- whole class
T- whole class
(13)Post- reading Home work
- Ss discuss about the traditional dress of Vietnamese *Writing:
- Ask Ss to write down what they have spoken to their partner and adding their opinion whether they like wearing aodai or not
Group work Individual
Adjustment:
Date of planing:14/08/2010 Date of teaching:16/08/2010
(14)Period 8: SPEAK I Objectives: By the end of this lesson, Ss will be able to: - Talk about clothing
- Ask and answer about their favorite types of clothing - Improve speaking skill
II Contents:
1 Vocabulary: Related to clothing Grammar: Revise reported speech III Teaching aids: Picture, textbooks, chalks III Procedures
Stages Content Activities
Pre speaking
While-speaking
Post- speaking
*Brainstorming
Jeans Dress skirt
T-Shirt
- Ss' activities
- Give more feedback * Pre- teach vocabulary: - Plaid (drawing)
- baggy (picture) - Plain (picture)
- faded (explain and picture) - Sleeved -> sleeveless - casual >< uniform - Striped (picture)
* Checking: Slap the board
* Grammar: Revise: reported speech gives question + What you usually wear to school?
- I like casual
-> She said she liked casual
a, Work in pairs or groups to match the phrases to the pictures (prepare pictures)
- Give the key: (a-1,b-5, c-6, d-3, e-8, f-4, g-7, h-2, i-9)
b, T get Ss to complete the gap questions in the section (if necessary)
Ex: Special occations - Feedback and give more
- Ask Ss to work in small group to interview members of clothes group
* Take a servey Example exchange:
S1: What's your favorite type of clothing? S2: I like casual clothes
- Ask Ss to look at the survey again using report the results of the survey
T-whole class
Pair work
(15)Homework
Ex: 1, Three people said they liked their uniform 2, Chi said she loved baggy paints
- Work in pairs to change the direct sentences to reported speech Ex: 1, I loved faded jeans
2, She said she loved faded jeans
- Ask Ss to make a list of types of clothing that most of the Ss in the class like wearing on different special cases
Pair work
Individual Adjustment:
-Week 5th
UNIT 2: CLOTHING
(16)I Objectives:
- By the end of this lesson, Ss will be able to listen a public announcement to check the letter of the correct pictures and know how to use present perfect
II Contents:
1 Vocabulary: Name of clothing Grammar: Present perfect tense
III Teaching aids: Tape, cassette, pictures, text books IV Procedures:
Stages Content Activities
Warm-up
While- listening
Post- listening
Warm up
Practice
A Listen pre- teach
- T gives pictures
- Work in pairs Asking questions "What is this?" + Prediction:
+ Set the scene: Have a public announcement about a lost little girl called Mary
+ Prediction: Ask Ss look at the pictures and predict "What is Mary wearing?"
- Devide into two group
Ex: group group a- C; b- A; c- B a- A; b- B; c- C - Have Ss to listen to the tape and check their prediction - Listen again and compare with your partner
- Listen again once more
- T gives feedback (Use the pictures in the textbook) Answer key: a - B; b - A; c - C
- Retell the story in their knowledge - Give some ideas
- Work in pairs Asking about Mary's character + Play a game "guessing game"
Guess a people in our class in asking Yes/ No questions
B.Language focus
- Ask Ss to look at the dialogue on page 19 and elicit from Ss
+ The psesent perfect is used to talk about something which started in the past and continues up to the present
+ For + a period of time + Since + a point of time
- We often use for and since with the present perfect tense
- Ask some pairs to practise the example - Ask Ss to work in pairs
- Call some pairs to practice before class and other pairs to give remarks and correct
Pair work
Group work
Pair work
Individual Pair work
(17)Consolidation
Homework
Play a game "Pelmanirm"
- Sum up the main content of the lesson Vocabulary: Name of clothing Grammar: Present perfect tense
- Have Ss describe about a lost little girl called Mary - Ask them to ex in the ex book
Pair work
Individual
Ajustment:
UNIT 2: CLOTHING Period No 10: READ.
(18)+ Get information about "Jeans" + Improve reading skill
II Content:
1 Vocabulary: embroider wear out to made of made from cotton made
2 Grammar: The passive
III Teaching aids: Pictures, text books IV Procedures:
Stages Content Activities
Warm-up
Pre- reading
While-reading
* Word square - Feedback & correct
- After Ss find out "Jeans", Ask:
J U N E
R E D
F A S H I O N
C O T T O N
S H O E S
"What are "Jeans"-> Answer
- Ask Ss to look at the picture (page 17) to answer the questions
* What are they wearing? -> They are wearing Jeans
* Pre- teach vocab: - embroidered (picture)
- cotton (translation) or cotton is called "Material"
- wear out (explanation) - made = produce (syn) - to made of made from Ex: The table is made of wood
* Checking: Gap filling: A ruber is made plastic Jeans are made cooton * Grammar: The passive
- Active: People make Jeans from cotton - Passive: -> Jeans are made from cotton *Ask Ss to give some more
* Set the scene: Who loves wearing Jeans? What you want to know about Jeans? - Ss give some ideas
a, Ss read in silence then exercise "a" filling the missing dates & words (in pairs)
*Answer:
1 18th centery jean cloth
2 1960s students 1970s cheaper 1980s fashion
T-whole class
(19)Post- reading
Consolidation
Homework
5 1990 sale
b, T asks Ss to exercise "b" answer the question in small groups then write the answer in their exercise book
- Feedback & give keys
1 the word jean comes froma kind of material that was made in Europe
2 The 60s’ fashion were embroidered jeans, painted jeans and so on
3.Because jeans became cheaper
4 Jeans at last became high fashion clothing in the 1980s
5 The sale of jeans stopped growing because the worldwide economic situation got worse in the 1990
*T/ F statement & correct
a, In the 18th century Jeans cloth was made completely from wood
b, Jeans were first worn by Ss
c, In the 1980 Jeans finally became high fashion clothing - Feedback & give keys
- Sum up the main content of the lesson:
1 Vocabulary: embroider , wear out to made of made from
cotton made Grammar: The passive
- Let Ss the exercise in the workbook
Group work
Pair work
Individual
Ajustment:
Week 6th
UNIT 2: CLOTHING
(20)I Objectives:
- By the end of this lesson, Ss will be able to: - Understand thr frame of an argument
- Write an argument to persuade others to believe or something II.Language contents:
-Vocabulary:
-Structure.: Write an exposition III Teaching aids:
- Extra, board, poster, IV Procedures:
Stages Content Activities
Warm-up
Pre- writing
While-writing
Post - writing Homework
Asks Ss to put these sentences into the ordering a therefore, Ss should wear uniform
b I think Ss need wear uniform when they are at school c The last one, wearing uniform is practical you don't have to think of what to wear everyday
d The first one, wearing uniform encourages Ss to be proud of being Ss of their school
e The second one, wearing uniform helps Ss feel equal whetner they are rich or poor
- Feedback and give the key
(Note: underline expressions: I think, the first one, the second one )
* Pre- teach vocabulary and expressions - Be equal in (explanation)
- Be poud of (translation) - Bear one's name (realia)
- Freedom of choice (explanation) - Self - confident (anto)
* Checking: Rub out and restaurant
T explains the frame: There are parts: Intrduction: My opinion is/ I think
a Introduction: My opinion is / I think b Series of agument: - Firstly
- Secondly - Finally
c Conclusion: therefore/ In conclusion
a Gets Ss to read the topic and out line A Then read the passage aloud
b Ask the Ss to read the outline B in silence, the work in pair to complete the other side of an argument
- Feed back and correction
- Confirmation (the frame of an argument) - Ask Ss to write the passage into their notebook
Pair work
T-whole class
Individual Pair work
(21)Individual
Ajustment:
UNIT 2: CLOTHING
Period No 12: LANGUAGE FOCUS 2,3,4. Date:
(22)By the end of the lesson Ss will be able to use already and yet in the present perfect tense, distinguish the difference between the past simple and the present perfect tense; and be able to use the passive form of the present perfect, simple present, simple past and simple future; practice passive modal auxiliaries
II Language content
- Structure.: The present perfect The passive III Teaching aids
- textbook IV Procedures
Stages Content Activities
Warm-up
Practice
* Play a game: Hang man
Ex: Jean, so on T asks: "Have you ever wear Jean?"
What tense is used in this sentences
Review the present perfect tense with "already and yet" Elicit from Ss the use and the position of already and yet in the sentences
+ Already is used in affirmative sentence Position: midsentence
+ Yet is used in the negative sentences and questions
Exercise 2
- Call Ss to read the information in the textbook - Work in pair to make the question and answer - Review usage of "already and yet"
- Call some pairs to make and correct
Exercise 3:
- Hace Ss read the dilogue and elicit the differences between the past simple and the present perfect tense
+ We use the past simple to talk about definite time
+ We use the present perfect to talk about indefinite past time
- Ask Ss to repeat usage of ever We use Ever in question (Have you ever + part participle ?)
- Call Ss to read example Then ex - Work in pair
- Call Ss to make
Exercise 4:
- Ask Ss to repeat the passive with the present perfect tense, the simple tense
- Elicit from Ss the passive forms of the present simple, past simple, present perfect, simple future
BE + PAST PARTICIPLE - Call Ss to read example
- Work in group to exercise - Read answer key
- Compare
T-whole class
Pair work
Individual
(23)Homework
Exercise 5:
- Go on to exercise the passive form with have to/ be going to
- Ask Ss to change from active -> passive - Call Ss to answer
- Ask Ss exercise in the workbook
Group work
Individual
Ajustment:
Week 7th
(24)By the end of the lesson, Ss will be able to: + Reading: Read a passage about Australia
+ Language focus: Use the languagge focus about the past simple with wish, passive and the present perfect tense to choose the correct answers, find and correct the mistakes
+ Writing: Write agument about 100- 150 words
B.Ma tran:
Chủ đề Nhận biết Thông hiểu Vận dụng Tổng
KQ TL KQ TL KQ TL
Reading 5
2,5
5 2,5
Language focus 10
2,5 5 2,5 15 5
Writing 5
2,5 5 2,5
Tổng 15
5
5
2,5
5
2,5
25 10 C Content:
Question I: Read this passage and answer the questions (2,5)
Australia is an island continent in the South Pacific The capital is Canberra,but the biggest population is Sydney,which has nearly four million English is the first language of most people,but there are also many immigrants who speak other languages
Cannada is the second largest country in land side It stretches 3,223 miles from east to west Both English and French are spoken in Canada It is often cold in winter in Canada, and many Canadian enjoy winter sports, such as skiing and ice skating Where is Australia?
What is the population of Sydney?
Is English the first language of most people in Australia ?
Which languages are spoken in Canada?
What’s the weather like in winter in Canada?
Question II: Choose the correct answers to complete sentences They Da Lat last summer
A visited B will visit C visit D have visited We have learnt English _ 2001
A in B during C for D since We already Huong Pagoda
A were…seeing B are…seeing C have… seen D will…see I can’t understand the French visitors I wish I _ French
A know B have known C knew D will know The church _ about 100 years ago
(25)A have to rebuild B have to be rebuilt C had to rebuild D has to be rebuilt Question III: Find a mistake in each sentence and correct it.
1 A new shop was opening on main street last week
A B C D I wish I can go with you to the countryside next weekend
A B C D
3 My family used to having dinner at o’clock in the evening
A B C D
4 I haven’t seen my grandparents since a quarter of a year
A B C D Question V: Complete the second sentence with the same meaning
1 You don’t have a computer
I wish You make a cake very ugly
I wish You can use this machine after 5.30pm
This machine They made jeans two hundred years ago
Jeans They usually wear jeans when they were young
They used
Question VI: Write argument about 100- 150 words that secondary students should
wear casual clothes The outline may help you.
Secondary students should wear casual clothes Wearing casual clothes:
- makes students feel convenient
- makes school more colorful and lovely - gives students freedom of choice - makes students feel self- confident
Answer keys Question I: 2,5 mark 0.5 mark for each sentence
(26)2 The population of Sydney is the biggest,which has nearly four million Yes, it is
4 Both English and French are spoken in Canada It is often cold in winter in Canada
Question II: 1.5 mark 0.25 mark for each sentence A C
2 D A
3 C B
Question III: mark 0.25 mark for each sentence
1- B opened 2- B could
3- B have 4- C for
Question IV: 2,5 mark 0.5 mark for each sentence I wish I had a computer
2 I wish I didn’t make a cake very ugly (I wish I made a cake very beautiful) This machine can be used after 5.30pm
4 Jeans were made two hundred years ago
5 They used to wear jeans when they were young Question V: 2.5 mark 0,5 mark for each sentence (Ss’ answer)
Period No 14: CORRECT THE TEST
(27)By the end of the lesson, Ss will be able to understand the way to the test The compare with their answers
II Procedure:
Answer key:
Question I: 2,5 mark 0.5 mark for each sentence
1 Australia is an island continent in the South Pacific
2 The population of Sydney is the biggest,which has nearly four million Yes, it is
4 Both English and French are spoken in Canada It is often cold in winter in Canada
Question II: 1.5 mark 0.25 mark for each sentence A C
2 D A
3 C B
Question III: mark 0.25 mark for each sentence
1- B opened 2- B could
3- B have 4- C for
Question IV: 2,5 mark 0.5 mark for each sentence I wish I had a computer
2 I wish I didn’t make a cake very ugly (I wish I made a cake very beautiful) This machine can be used after 5.30pm
4 Jeans were made two hundred years ago
5 They used to wear jeans when they were young Question V: 2.5 mark 0,5 mark for each sentence (Ss’ answer) III The result
Lớp Sĩ số Giỏi Khá TB Yếu Kém
SL % SL % SL % SL % SL %
9A 9B 9C
IV Remark
Week 8th
(28)Dot:11/10/2010
UNIT 3: A TRIP TO THE COUNTRYSIDE Period No 15: GETTING STARTED - LISTEN AND READ. I Objectives: - By the end of this lesson, Ss will be able to:
+ Understand about everyday life of countryside and give simple description of the countryside II Language content:
Model could with wish The past simple with wish III Teaching aids: Book, board, chalk, IV Procedures:
Stages Content Activities
Warm-up New lesson
Presentation
Practice
Teacher ask Ss some questions ? Do you like live in the countryside? ? Which games you like to play?
A Getting started. - Teacher give questions
? Have you ever been to the countryside? ? Where
- Teacher ask Ss to look at the pictures pages and ask ? What is she doing
? What is he doing ? What are they doing
- Teacher check their mistake - Teacher explain the example + Which activities you like to do?
- Teacher let Ss pair work to ask and answer B Listen and read. Giving introduction of the text
- Pre-teach: Teaching vocabulary + banyan tree (picture/ suggestion) + Shrine (translation)
+ Hero (example)
* Checking: Rub out and remember
- Teacher ask Ss read exercise a (P.23) before listening and the T/ F prediction
- T use (poster/ worksheet) - Ss work in groups
- Ss listen to the tape twice 1st Listen and compare 2nd Listen and check
- Get Ss to read the text and correct the prediction correct the wrong sentences
- Ss listen again once more Then give correct answers
Guess Answer Correction
1 F Ba and his family had a day trip
to their home village
2 T
3 F There is a big old banyan tree at
T-whole class
Group work
(29)Production Consolidation Homework
the entrance to the village
4 F People had a snack under the banyan tree
5 T
6 F People had a picnic on the
riverbank
7 T
8 F Liz had a lot of photos to show
her parents
9 T
- Comprehension questions 1->7
- Have Ss work in pairs to answer the questions - Teacher give answer key and correct if necessary
1 It’s 60 kilometers to the north of Ha Noi They got to the village by bus
3 It is at the entrance to the village
4 They saw the shrine of a Vietnamese hero on the mountain
5 They had a picnic on the riverbank
6 Liz took a lot of photos to show her parents Liz wishes she could visit Ba’s village again Get Ss to retell the trip to the countryside
- Let Ss talk about their own trip and discuss the life in the countryside
- Sum up the main content of the lesson Model could with wish
The past simple with wish
- Retell and rewrite about one's trip to the countryside
Individual
Individual
Adjustment:
(30)
UNIT 3: A TRIP TO THE COUNTRYSIDE Period No 16: SPEAK - LISTEN.
I Objectives: - By the end of this lesson, Ss will be able to ask and answer about their real home village and develop their speaking skill and be able to ask for and give information about their own village
II Language content: Prepositions of time
III Teaching aids: Picture, book, IV Procedures:
Stages Content Activities
Warm-up Pre-speaking
While-speaking Post- speaking Pre- listening
While- listening
A Speak
- Give some questions and answers talking about home village in the wrong order Then ask Ss to match.
Questions:
1 Where you live? How far is it from your house to your school? How you get there? What you think about the village?
5 Do people there plant rice and raise cattle for their living?
Answers:
a All people plant rice for their living
b By bike
c I live in countryside d About km
e It's quiet and beautiful - Corrects then ask some pairs to practice in front of the class base on Matching
3.a- Asks Ss to role play A and B
3.b- Asks Ss to ask and answer about their real home village
- Hang pictures of countryside and ask Ss to practice speaking
B Listen a Slap the board:
b Open prediction:
- T sets the scene and has Ss look at the map ( Hangs the map on the board )
- T has work on groups to guess which places on the map with each letter
- T gets feedback from Ss and writes on the board Ex: C airport
D Dragon Bridge
- Has Ss to listen to the text twice
- Ss listen and share their ideas with the partners
- Opens the tape once more for them to complete the map - T asks Ss to give their answers after checking their prediction themselves
Answer key:
Pair work
Pair work Individual
Group work
(31)Post- listening
Consolidation Homework
A banyan tree D Dragon Bridge G pond B airport E gas station H bamboo forest C highway No F store
I parking lot
(After getting the answer key T sticks cards with the places on the map with the letters)
- T asks: What is the first place of the bus route? Where did the stop after crossing the Dragon Bridge? Did the road end before a big store beside a pond? - Ss recall the trip basing on the completed map - Have Ss recall the preposition:
At, till, on, after, up to, between
- Asks Ss to write a short passage about their home village
T-whole class
Individual
Adjustment:
(32)Dot: 18/10/2010
UNIT 3: A TRIP TO THE COUNTRYSIDE Period No 17: READ.
I Objectives: - By the end of this lesson, Ss will be able to listen to the text understand and summarize its content and develop reading and writing skills
II Language content: Prepositions of time
III Teaching aids: Student's and teacher's book, extra-board IV Procedures:
Stages Content Activities
Warm- up
Pre- reading
While-reading
- Ask Ss to complete the following network Plowing the field Plant cereal Activities in the countryside
Raise chicken Feed pigs a Set the scene
* Pre- teach: Vocabulary
+ exchange (n) -> explanation, maize (syn) + grocery (n) -> explanation
- Check vocabulary: Rub out and remember
b Gives some questions and ask Ss to discuss and guess answer
- What does Van do?
- Where does he live? With whom? - How large is the Parker family's farm? - What did Mr and Mrs Parker do?
- What can Van to help the Parker in his free time? - First reading: Ss read and check the answers
- Second reading; Ask Ss to part a (on page 26) match the words in column A with the words or groups in column B
A Maize Feed
Grocery store Part- time Collect
B
Bring things together
Where people buy food and small things
Give food to eat Corn
Shorter or less than standard time
- Ask Ss to read the text again and complete part b (work in pairs)
- T calls Ss to give the result of each group - T corrects and gives answer key
1 Ohio after
2 farmer farm
3.work part- time at a grocery store
4.Peter they watch
5 Sam baseball
T-whole class
Pair work
Individual
(33)Post- reading Homework
10 member
- Give Ss to play Chain game
- Write a short passage about your picnic - Do the exercises on the book
Group work Individual Adjustment:
(34)
Dot: 19/10/2010
UNIT 3: A TRIP TO THE COUNTRYSIDE Period No 18: WRITE.
I Objectives: - By the end of this lesson, Ss will be able to write a passage entitled "A country picnic" using the past simple tense
II Language content: Write a passage
III Teaching aids: Paper posters IV Procedures:
Stages Content Activities
Pre-writing
While-writing
Post-writing
Homework
a Open-questions:
1 Have you ever gone for a picnic? Where did you go?
3 What things did you carry?
4 Which activities did you take part in? How did you go?
6 Who did you go with? b Open-prediction:
- T sets the scene and has Ss look at the pictures - T asks some questions:
? What are they doing in each picture? ? Are they in the countryside?
- Divide class into groups
- T asks them to write a passage on the posters about "country picnic" using the information given and the simple past
- T moves around and takes notes (T helps Ss if necessary) * Suggested writing
It was a beautiful day, my friend and I decided to go on a picnic We took a bus to the countryside and then walked about 20 minutes to the picnic site next to the river We put down the blanket and laid out the food After meal we played a games “ what songs is it”? and blind man’s buff Late in the afternoon we went fishing We enjoyed our picnic When we looked at the time, it was nearly 6.30 pm We hurriedly gathered our things and ran to the bus stop We were lucky to catch the last bus and we arrived home very late in the evening
- T asks Ss to come to the board and tick their posters - Each group comments each other
Example: - Group 1: Comments G2 - Group 3: Comments G4 - T corrects their works
- Write a passage about their own picnics
T-whole class
Group work
Group work
Individual
Adjustment:
(35)Week 10th
Dop: 20/10/2010 Dot: 26 /10/2010
UNIT 3: A TRIP TO THE COUNTRYSIDE Period No 19: LANGUAGE FOCUS.
I Objectives: By the end of the lesson Ss will be able to use the language to exercises well II language content:
* Modal could with wish (review) * Prepositions of time
* Adverb clause if result III.Teaching aids:
Textbook IV Procedures:
Stages Content Activities
Warm-up a Pre- teach vocabulary:
pass the exam win the contest itinerary: depart
* Checking: What and where b Revision:
- Elicit from Ss
WISH: express wishes about the present/ future Form: WISH + S + SIMPLE PAST/ WERE
- Give situation and ask Ss to make up sentences following Ex: a I can't speak French well -> I wish I could
speak
b She stays on the farm -> She wishes she stayed
Ask Ss to the exercise 1:
- One student reads the exercise (in the book)
- T gives some more exercise (workbook) Exercise (20) - Ask Ss to practice all
Ask Ss to the exercise 2:
- Let them read itinerary of Mr Thanh in silent for minutes - Ask Ss practice filling in blank in group Then ask and each group to give the answer
- T corrects if necessary And gives the right answers
Explain more about the way to use pre of time Then asks to complete the exercise (individually)
*Answer keys: on
2 at- in in for in at
Ask Ss to the exercise following example given: Have Ss read the example:
T-whole class
Individual
(36)Homework
Hoa worked hard, so he passed the exam
So: use to express the result of the statement before - Have Ss match the half sentences
- Give feedback * Answer:
1-e, 2-a, 3-d, 4-b, 5-c
- Ask Ss to write all the correct sentences
- Ask Ss to write again the structures have just learnt - Complete the full exercises 5, 8,
- Ask Ss to make wishes about the present or future
T-whole class
Individual Adjustment:
(37)
Dot: 30/10 /2010
UNIT 4: LEARNING A FOREIGN LANGUAGE
Period No 20: GETTING STARTED - LISTEN AND READ.
I Objectives: - By the end of this lesson, Ss will be able to know how to learn foreign language II Language contents:
-Vocabulary: examiner, aspect, oral examination - Structure: . Model verb with if
If you want to attend the course , you must pass the written examination . Direct and reported speech
III Teaching aids: Book, board, chalk, picture, tape IV Procedures:
Stages Content Activities
Warm up
Presentation
Practice
A Getting started:
- T divides the class into groups Let each group discuss how they learn English?
- The leader of each group write all the opinion the poster (card)
- Then hang all the poster on the board
- The T let Ss find out the same opinions and tick (v) on the poster Then/ ask them to compare with the statements in the book
- The T gives the best way to learn English B Listen and read: a Pre- teach vocabulary:
aspect(n) examiner(n) college(n) candidate(n)
written examination oral examination * Checking: What and where
b Pre- question:
- set the scene: Lan is talking to Paola, a foreign student about the oral examination that she has just taken
- Give Ss questions
1 Were the questions in oral exam difficult or easy? How many questions did the examiner ask Lan? - Have Ss work in pairs to answer them
- Give feedback
- Ask Ss to read the dialogue between Lan and Paola on page 32-33 and check if their answers are correct or not - Get Ss to read the list of questions for the oral examination of Royal English College
- Get them to read the dialogue again and decide what questions that the examiner asked Lan
- Let the Ss the ex individually then compare with their partners
* answer keys:
Group work
T-whole class
Pair work
(38)Production
Homework
1- 2- 6- 7- 8- 9- 10- 14
- Ask Ss to work in pairs to practice asking and answering One Ss plays the role of examiner and other plays the role of Lan
- Call on some pairs to demonstrate before the class - Correct their pronunciation
- Ask Ss to write the direct questions and their reported speech in their notebooks
Individual
Adjustment:
(39)
Dot: 30/10/ /2010 Week 11th
UNIT 4: LEARNING A FOREIGN LANGUAGE Period No 21: SPEAK.
I Objectives: - By the end of this lesson, Ss will be able to - Express opinions and persuade other to sth
II Language contents: - Vocabulary: - dormitory
- on campus - reputation - beautiful scenery - Modal verbs: with "if"
III Teaching aids: Poster, picture IV Procedures:
Stages Content Activities
Warm-up
Pre-speaking
While-speaking Post-speaking
Homework
*Chatting
- Where you attend to school if you are awarded a scholarship?
- Ss' activities
- Feedback and add some more * Pre-teaching vocab:
- dormitory (n): (explaination) - on cumpus (n): (picture) - reputation (n): (explaination) - beautiful scenery (n) (picture) - Check vocab: Matching
* Review expressing opinions - Set the scene:
+ What can we buy if we go to market? + What must we if we go to school late? -> Explain modal verbs with "if"
If + S + V, S + modal verbs + V(base inf )
* Presenting language functions of persuading sb into doing sth
- Show the poster and ask Ss to choose the expressions of peruading sb (book closed)
+ I think
+ What you think ? + I agree
- T guides Ss to practise (P.34) - Call Ss to give feedback
- Talk about the advantages and disadvantages of learning English in foreign country
- Do exercise
- Prepare for next lesson
T-whole class
T-whole class
Pair-work Group work
Individual
Ajustment:
(40)Dot: 1/11 /2010
UNIT 4: LEARNING A FOREIGN LANGUAGE Period No 22: LISTEN.
I Objectives: - By the end of this lesson, Ss will be able to listen to the text and check the boxes T or F about conversation between Nga and Kate
II Language content:
- Words about the language study: ways of learning, learning activities III Teaching aids: Tape, cassette, poster
IV Procedures:
Stages Content Activities
Warm-up
Pre-listening
While-listening
Post-listening
* Chatting
- Do you like to learn English? - How long have you learn English? - Are you good at listening/ speaking? - Which skills are you good at?
- What can you to improve your listening/ speaking? a Pre-teach:
Review some words Such as: Improve, national bank
Checking slap the board
T calls some Ss speak some English words, Ss slap Vietnamese words
b Open-prediction: Set the scene listening about Kate - T devides the class into groups Let them guess (T/ F) - The leader of each group writes result on the poster - Ask them to compare with other groups
- T gets feedback from Ss and hang all the posters on the board
- T has Ss listen to the tape once then ask them to check the content
- After the second listening, Ss compare the result with one's friends
- Answer keys: b- T
c- F: She works for an international bank in Ha Noi d- T e- F: Her listening is terrible
f- T
*Lucky number
-Ss answer the following question Why is Nga studying English? Where did she learn English? Lucky number
4 Where does she work for? a national bank or an international bank?
Which skill does she need to improve?
T-whole class
Group work
Pair-work
(41)Homework
Lucky number
Is her listening excellent or bad ? Lucky number
What does she hope ?
10 Do you think learning English is important? - Ask them to write
- How can you improve your English? Individual
Ajustment:
(42)
Dot: 02/11 /2010 Week 12th
UNIT 4: LEARNING A FOREIGN LANGUAGE Period No 23: READ.
Date:
I Objectives: - By the end of this lesson, Ss will be able to read and find information of advertisement for English courses
II Language content:
- Vocabulary: Words to describe school setting, study - Structure: Model verb with if
III Teaching aids: Student' book IV Procedures:
Stages Content Activities
Warm-up
Pre-reading
While-reading
*Ask Ss some questions
- Do you go to an evening English class?
- Have you ever read any advertisements for English courses? - What they say?
a Introducing three advertisements b Pre-reading
Vocabulary: intermediate (adj)
institute (n) (explaination)
well-qualified (adj)
a.Require the Ss to read three advertisements and fill information in blanks
- Compare result with other one
- Call some the Ss to answer and check up
- Mistake and give to correct.
Shool Class time (morning/ afternoon/ evening ) Language Level beginner/ intermediate/ advanced) Time to start Academy of Language morning, afternoon evening advanced First week of November Foreign Language Council morning and evening beginner/ intermediate 3rd November New English Institute afternoon, evening, weekend beginner (today)
b Require the Ss to read the notes Mr.Lam made Then look at the advertisements and choose a suitable language school for him - After compare result with other one
- Give reasons for your choice
- Correct
Whole class
Individual Pair work
(43)Post-reading Homework
Notes English class - Early evening - Intermediate level - Starting late October/ early Novenber
FOREIGN LANGUAGE COUNCIL
G/F, 12 Nam Trang street Study English, French or Chinese in the morning & evening
Places available in beginner/ intermediate classes
Course start on 3rd November
* discussion :Write information of advertisement about informatic training centre
- School - Class time
Do exercises 1,
Group work
Individual
Adjustment:
(44)
Dot: 06/11 /2010
UNIT 4: LEARNING A FOREIGN LANGUAGE Period No 24: WRITE.
I Objectives: - By the end of this lesson, Ss will be able to understand the frame of a letter of inquiry Then write following a model and an outline given
II Language content:
- Vocabulary: request , express, edition, fee, - Structure: To look forward to + V-ing Could you + V ? III Teaching aids: Posters, textbook
III Procedures:
Stages Content Activities
Warm up
Pre-writing
While-writing
* Brainstorming
- Elicit the form of the letter head of letter
clothing opening body of letter
* Pre-teach vocabulary Vocab:
Edition (translation) Detail (explanation) Fees (example) Inquiry (translation) T- check Rub out and remember *Pre- questions:
What's the letter about?
Student read the letter and answer the question T- asks student to tell st about the letter
(Student may be answer in Vietnamese) T introduces the sections of a letter of inquiry
Introduction Request
Further information T asks Ss some questions
What's the content of introduction about ? T divides class into groups
- Ss read the advertisement in 5 read again - T chooses one advertisement for English courses
"Foreign Language Council"
- T asks Ss to write a letter of inquiry to the institutes requesting for more information about the courses and fees - T divides class into groups
Group 1: Write head of letter introduction Group 2: Write -> request
Group 3: Write -> further information Group 4: Write -> Conclusion
T-whole class
Pair work
(45)Post-writing Homework
T- moves around and takes notes Feedback and correction
Write a letter of inquiry in read "Academy of Language or Tuition"
T-whole class
Ajustment:
(46)
Dot: 07/11 /2010
UNIT 4: LEARNING A FOREIGN LANGUAGE Period No 25: LANGUAGE FOCUS.
I Objectives: - By the end of the lesson, Ss will be able to consolidate what they have mastered Moreover, they can improve themselves by doing some further exercises
II Language contents: Modal verbs with if
2 Direct and reported speech: - Reported questions, adverbs in reported speech III Teaching aids
- Pictures, posters, the text book VI Procedures:
Stages Content Activities
Warm up
Pre-teach
Practice
* Networds
Kind of reported speech
A Grammar: 1 Modal verbs with if
- We can join an if clause to a main clause which contains a modal verbs: The modal verb gives more information about the out come relating to ability, certainly, permission, obligation or necessity
Ex: If we go to there, we can practise speaking English everyday with native speaker
2 Direct and reported speech:
Take notes: - Change in tense
- Change the questions, - Change the adverbs - Change the subjects Ex: "What are you doing now?" He asked me -> He asked me what I was doing then "Don't laugh at him" They ordered me -> They ordered me not laugh at him
"You should study harder" My mother said to me -> My mother advised me to study harder
or My mother said that I should study harder - Ask Ss to work in pairs
- Do all exercises in book - Compare with a partner - Check and correct
- Ask them to write the answer in book * Answer keys:
EX1: Complete the sentences
T-whole class
(47)Cosolidaton Home work
c you should the exercise d he might miss the train e you ought to stay in bed f you must your homework EX2: Complete the table - past progessive
- would + V - could/might - had to/ must Ex3:
a Uncle Hung said the birthday cake was delicios b Miss Nga said she loved those roses
c Cousin Mai said she was having a wonderful time there d Mr.Chi said he would go to Hue the following day e Mrs Hoa said she might have a new job
f Mr Quang said he had to leave then EX4:
a She asked me how old I was
b She asked me if my school was near there c She asked me what the name of my school was d She asked me if I went to school by bicycle e She asked me which grade I was in
f She asked me if I could use a computer g She asked me why I wanted that job
h She asked me when my school vacation started - Sum up the main content of the lesson
- Ask them to work in pairs to some further exercises in reference book
- Ask Ss all the exercises in textbook and workbook
Pair work
Individual
Ajustment:
Date of preparing: December 2010 REVISION Date of teaching: December 2010
I / OBJECTIVE:
By the end of the lesson, Sts can use passive voice II / LANGUAGE CONTENT:
(48)Grammar: The passive voice and indirect speech III / TECHNIQUES:
Question-answer IV / TEACHING AIDS:
Extra-board V / PROCEDURES:
METHOD CONTENT
1. Presentation:
T: reviews the simple past and present perfect tenses
S: give some examples 3. While writing: I /
T: reviews the way to change into indirect S: change the sentences
T: checks and gives the key II /
T: reviews the way to change into passive voice
S: work in groups
T: checks and corrects if possible 4. Post writing:
T: guides Sts to write a letter with their own information
S: write the letter individually Some Sts present their letters aloud
Answers:
I/ Put into indirect speech (2 marks) He said to me he couldn’t the test
2 They told him they were learning English then They asked him if he liked to play that game She asked me why I had to that work II/ Turn into the passive voice (2 marks) My window was broken by this boy yesterday Rice is planted in those fields
3 He has been known well
4 The flowers shouldn’t be cut in this garden
Homework:
- Preparation for test 45’ Experience
I/ Put into indirect speech (2 marks) He said to me “I can’t the test”
He said to me
2 They said to him “We are learning English now”
They told him
3 They asked him “Do you like to play this game?”
They asked him
4 She asked me “Why you have to that work?”
She asked me II/ Turn into the passive voice (2 marks) This boy broke my window yesterday
My
2 People plant rice in those fields
Rice _
3 They have known him well They shouldn’t cut the flowers in this garden
The flowers _ He _ Period No 27: WRITTEN TEST 2
Date: A Ma trận
(49)KQ TL KQ TL KQ TL
Listening 5
2,5
5
2,5
Reading 4
3 1,5
7
2,5
Writing 5
2,5
5
2,5 Language focus 10
2,5 10 2,5
Tổng 17
5 5 2,5 5 2,5 27 10
Marks : Teacher’s remarks
I.LISTENING :(2,5ms)
* Listen and fill in the blanks with the correct words:
Two popular traditions at Christmas are decorating the home and singing Christmas carols The home is the center ……(1)…….the Christmas celebration Inside an evergreen tree is usually placed in a corner of the …(2)……… They wrap strings of colorful lights around the……(3) …… They hang ornament on the branches carefully wrapped gifts are placed beneath Outside, ……(4)………often strings lights around windows and wind lights around trees in the front yard On Christmas’Eve family members……(5)……around the Christmas tree to sing traditional songs such as Jingle Bells and Silent Night and then give presents to each other
1/………… 2/………… 3/……… 4/……… 5/………
II.READING:(2,5ms)
*Read the passage and the exercises:
Milk is considered the most nearly perfect of all foods Because it contains most of the elements the body needs, a person could live on milk alone for sometimes In addition to containing things the body needs,, milk contains them in a form that is easy for the body to use There is fat in milk Milk also contains sugar and protein, which are necessary to the body In desert countries, people get milk from camels The nomad laps drink reindeer milk In Switzerland, much milk comes from goals In the USA, many gallons of milk are available to each man, woman and child
1/ Answer the questions:
a/ What is milk considered ?
……… b/Where does much milk come from goals ?
……… c/ Does milk contain fat, sugar and protein?
……… 2/ Answer True or False :
……… a/ Milk contains fat and sugar ……… b/ Milk contains no protein ……… c/ Reindeer can give milk
……… d/ There are cows for every person in the USA
(50) Choose the best option to complete each sentence :
1/If a disater……….in an area, people from other areas will offer help a/happens b/will happen c/happening d/would happen 2/Ba wishes he ………… have a new bicycle
a/can b/could c/will d/can’t
3/They wish they ………… in Hue
a/stay b/ staying c/stayed d/will stay 4/He arrives in Singapore………Monday evening
a/on b/in c/at d/for 5/A man is plowing with his ………
a/chicken b/horse c/dog d/buffalo 6/You have to ………to university if you want to study
a/to go b/go c/going d/goes
7/ She asked me if I ………pop music
a/like b/to like c/liked d/likes
8/She asked him when his school vacation………
a/started b/start c/starts d/starting 9/Mr Quang said he……….to Hue tomorrow
a/go b/ went c/would go d/ would
10/To become a good learner of English, you should practice…………to English tapes or English programs on the radio
a/reading b/speaking c/writing d/listening
IV WRITING :(2,5ms)
A new student, Paul has come to a foreign language college and the students are asking him questions Imagine that he reports these questions later to an English friend
Example : “What country you com from?” Bill said
Bill asked me what country I came from.
1/ “Can you speak English?” said Ann
->Ann asked me……… 2/ “How long are you staying here?” asked Peter
->Peter asked……… 3/ “Do you want to buy any secondhand books?” said Bill
->Bill asked……… 4/ “What you think of the canteen coffee?” asked Ann ->Ann asked……… 5/ “Are you interested in acting?” said Linda
->Linda asked……… THE END
LISTENING PART:
(51)on the branches carefully wrapped gifts are placed beneath Outside, families often string lights around windows and wind lights around trees in the front yard On Christmas’ Eve , family members gather around the Christmas tree to sing traditional songs such as Jingle Bells and Silent Night and then give presents to each other
Week 14th
ANSWER KEY( Test correction)
I.LISTENING :(2,5ms)
* Listen and fill in the blanks with the correct words:
of(0,5) living room(0,5) 3.tree(0,5) 4.families(0,5) 5.gather(0,5)
II.READING:(2,5ms)
*Read the passage and the exercises:
1/ Answer True or False
a/T(0,25) b/F(0,25) c/T(0,25) d/ F(0,25) 2/ Answer the questions:
a/Milk is considered the most nearly perfect of all foods.(0,5) b/In Switzerland, much milk comes from goals.(0,5)
c/Yes, it does.(0,5)
III.VOCABULARY AND GRAMMAR:(2,5ms)
Choose the best option to complete each sentence :
1/a(0,25) 2/b(0,25) 3/c(0,25) 4/a(0,25) 5/d(0,25) 6/b(0,25)
7/c(0,25) 8/a(0,25) 9/c(0,25) 10.d(0,25)
IV WRITING :(2,5ms)
A new student , Paul has come to a foreign language college and the students are asking him questions Imagine that he reports these questions later to an English friend.
1/ Ann asked me if I could speak English.(0,5) 2/Peter asked me how long I was staying there.(0,5)
3/ Bill asked me if I wanted to buy some second hand books.(0,5) 4/Ann asked me what I thought of the canteen coffee.(0,5)
5/Linda asked me if I was interested in acting.(0,5)
(52)Date of preparing: 29November 2010
UNIT 5: THE MEDIA
Period No 28: GETTING STARTED - LISTEN AND READ. I Objectives: - By the end of the lesson, Ss will be able to ask and answer about the media II Language content:
- Vocabulary: Words to talk about the media: history, development, different uses - Structures: Gerunds after some verbs: like, love, enjoy, hate
III Teaching aids: - Casste, pictures, real objective
IV Procedures
Stages Content Activities
Warm up
Presentation
Practice
T: asks students to answer some questions Ex: How are you ? What’s the weather like ?
What you in your free time ? A Getting started: *Open question: What are they doing?
- He is watching TV - He is reading newspaper - He is listening radio
- Which of these is your favorite activity in your free time? - How many hours a week you spend watching TV?
B Listen and read:
- Ask Ss to look at the pictures and passages carefully and then underline the new words
+ New words: [n] crier [explaination] [n] in home
[n] remote control [real objective] commercial [explaination]
[n] interactive - Checking vocab: rub out and remember
*Note: Gerund after some verbs
Ex: People love reading newspapers and magazines
- Teacher explains and notice : love + V- ing enjoy
T: read [twie] S: listen and look at the passages - Ask them to read and then call some students to read the passages aloud
- Ask students give some examples
a Complete the table with the passage letters in which these facts or event are mentioned
- Ask students to work inpairs - Call students to answer
- Teacher correct and give key: 1.d 2.b 3b 4c 5a 6d b. Answers the questions:
- T: Play game “Lucky number”
- Ask the studends to choose the question and then answer If it is “lucky number” students win
T-whole class
Pair work
Individual
Individual
(53)Production
Homework
- After that students give the answer
1 A town crier was a person whose job was to go though city streets ringing a bell to shout the lastest news as he walking
2 The Kien Thuc is one of the most popular magazines and is widely read by both teenagers and adults
3 People can get the lastest information and enjoy interesting and inexpensive local and international programs in a convenient way
4 [ Student’s answer] 5 [ Student’s answer
-Ask students to answer the questions in your note books (1) How many media you know? (know)
(2) How popular are the medias? - Sum up the main content of the lesson
- Vocabulary: Words to talk about the media: history, development, different uses
- Structures: Gerunds after some verbs: like, love, enjoy, hate
- Ask students to write your favorite tupe of media?
Individual
Adjustment:
(54)
Date of preparing: 4.December 2010
UNIT 5: THE MEDIA Period No 29: SPEAK/LISTEN
I Objectives: - After the lesson, Ss will be able to develop the speaking skill by giving agreement or disageement about some thing such as some progams on T.V
II Language content:
- Vocabulary: Words to express opinions about the media:like, dislike - Structure: Tag questions
III Teaching aids: - Text books, extraboard IV Procedures:
Stages Content Activities
Warm up Pre-speaking
While-speaking Post- speaking
A Speak * Chatting
- Teacher asks: What you in your fee time? Do you like watching TV? - Ask students to work in pairs
Teacher introduces the new lesoon *Pre-teaching vocabulary
(n) documentary [example] (a) violent [explaination] [a] informative - (n) information (n) forein film [xexample]
- Teacher checks vocabulary by using “ Rub out and remember”
* Teacher explain the grammar “Tag question” Teacher reads:
(1) You don’t like forein film, you? <=> Don’t you like foreign films? (2) Do you like watching sports, don’t Trung?
<=> Do you like watching sports, Trung? Teacher notice how to read the tag question
( emphasize at the end of the tag question)
- Teacher asks students to practice the dialogue on the page 42 (3 pairs)
- Teacher has students look at the green box on the page 42 to study more progams
- Explains the way to make the dialogues Ex:
T: you like watching folk music on TV, don’t you? S: No, I don’t
T: You don’t like watching cartoon on TV1, you? S: Yes, I I like it very much
- Ask students to work in pairs to make similar dialogue by using infor nmation on the green boxon the page42
- Call students to give feed back
- Ask students to discuss about the progams on TV tonight
T-whole class Pair work T-whole class
Pair work
(55)Pre-listening
While-listening
Post- listening
Home work
A Listen
- Play Noughts and Crosses Use tag questions to make sentences:
Ex: S1: You like cartoons, didn't you? S2: Yes, I
Cartoons Newsreal Voilent
Films Drama Boring
Documentaries Sports Exciting
* Pre- teach Vocab:
Printed newspaper, telegrap, newsreal, assigment, major force, journalism: báo chí
* Predition
- Ask Ss to predict information in each gap before listening - Ask them to listen to the tape twice then fill in each gap with the information they hear
- Ask them to compare the result with partners - Call some Ss to present their ideas
- Correct
- Let Ss listen once again to ensure Key: a the late 19th century
b radio and newsreals c in the 1950s
d the Internet
- Play True/ False Repetition Drill a Is Chau doing her assigment T
b The assigment is about the history of the Media T
c The printed newspaper first appeared in the 7th century AD
in Viet Nam: F (China)
d The telegrap was invented in the early 19th century F (late)
e The television became popular in 1940s F (1950s) f The internet became a major force in the journalism in 1919 F (1990s)
- Teacher gives some situation and ask them to make the dialogues at home
Group work
T-whole class
Pair work
Pair work
T-whole class
Adjustment:
(56)Date of teaching: /December 2010
Date of preparing: 6/.December 2010
UNIT 5: THE MEDIA Period No 30: READ.
I Objectives: By the end of the lesson, Ss will be able to develop reading skill and read the text to find the information about the internet
II Language content:
- Vocabulary: Words to express opinions about the media: advantages, disadvantages III Teaching aids:
Textbook, casette IV Procedures:
Stages Content Activities
Warm up
Pre-reading
While-reading
* Chatting
Asks students some quetions:
+ Have you ever used the internet? + What you use the internet for?
+ How much time you spend on internet aday? + What you think of the advantages and disadvantages of the internet?
a Introduce the topic: Use a picture on page 43 to introduce the topic of the text
b Pre-teach: + Get accessto[ explaination] + Limitation [explaination] + Wandering [nt]
c. Pre-reading task: T/ F prediction 1, The internet are useful and popular
2, we can’t communite with our fiends and relatives by means of email or chatting
3, The internet is very useful in many purpose such as: Education, communication, commerce
4, The internet is not only time- consuming and costly but also dangerous
- Asks students to read the text again then call some students to answer the questions before class
- T correct their mistake and give the keys
1. She uses the Internet to get information and to communicate with friends and relatives
2.Because she lives in the countryside where theInternet is unavailable
3. People use the Internet for education, communication, enterainment and commerce
4. Benefits:
.fast and convenient way to get information communication
education entertainment commerce
T-whole class
Pair work
(57)Post-reading
Home work
5 yes There are some disadvantages: time- consuming
costly
dangerous because of viruses and bad programs spam/ electronic junk mail
personal information leaking
- Asks students to dicuss the questions in groups 1, Do you like the internet? Why? Why not?
2,What are the advantages and disadvantages of the internet ?
-Asks student to wirte some advantages of the internet
Group work
Individual Adjustment:
(58)
Date of preparing: 11/.December 2010
UNIT 5: THE MEDIA Period No 31: WRITE.
I.Objectives: - By the end of this lesson, Ss will be able to write a pssage about benefits of the internet
II Language content:
- Vocabulary: Words to express opinions about the media: advantages, disadvantages III Teaching aids:- Poster, extra board
IV Procedures:
Stages Content Activities
Warm up
Pre-writing
While-writing Post-writing: Homework
* Chatting
- T give some questions:
+ Do you know about the internet? + Have you ever used the internet? + Do you like it?
- T gets Ss to talk about benefit of using the internet communication with sb save energy & time
up date information Pre-teach vocabulary: - Online [n] explaination Source [nt]
T check by: rub out and remember + T introduces about situation
+ T gets Ss to work in group and write down what they have found in the reading text ( based on unit 5, section read, page 43- 44 ) which shows the benefits of the internet
- Call some groups to write ( divide class in to groups) - Ss can compare their answer
- T correct if necessary
- Ss write the passage in individually ( Ss can write only one) - T gives feedback & correction
- Have them write about advantages of using computer
T-whole class
Group work
Individual Adjustment:
(59)
Date of preparing: 30.November 2010
UNIT 5: THE MEDIA Period No 32: LANGUAGE FOCUS
I Objectives: - After the lesson, Ss will be able to use the tag questions and be able to talk to their friends about their likes or dislikes
II Language content:
- Vocabulary: Words to express opinions about the media:like, dislike - Structure: Tag questions
III Teaching aids: - Text books, extraboard IV Procedures:
Stages Content Activities
Warm up
Activity1 Activity2
B Language focus 1,2
shopping Go fishing
hiking
T: Hang the card board then asks students to complete the sentences
1 You are a teacher ?
2 Mai doesn’t like reading newspaper
- Asks Ss to use the sentences (1 & 2) and let them to repeat from of tag question
+ Ajtermative sentences, negative question? + Negative sentences, aftermative question?
- Call one Ss to read the model sentences then ask all the class exercise then compare with the parters
- Call somone to write the answers: EX1:
b didn’t he? d you? c wasn’t it? e aren’t we ? EX2:- Explain the request of the exercise 2: - Call some pair to read the model
- Hang the card board then let them find out which program, Tuan, Hanh, Mai, Anh like or don’t like looking at TV - Let them work in pair
- T correct their mistakes in pronuncation of grammar - Sum up the main content of the lesson
- Vocabulary: Words to express opinions about the media:like, dislike
- Structure: Tag questions
- Teacher gives some situation and ask them to make the dialogues at home
B Language focus 3,4
Asks Ss to remember and say some verbs often go with V- ing Ex: like, prefer, enjoy
T explain the V-ing go after verbs
T-whole class Pair work T-whole class
Pair work
(60)Activity3 Activity4
Production Home work
a.Ex 3: Asks one Ss to read the model then let them work in pair with the words in the green box
- Choose and correct mistake
b Ex 4:Ask the Ss to say What are their family members bobbies ?
- Explains the request of the exercises
- Call on Ss to read and translate the model sentences Then ask all the class to write using the words in the box then compair with the classmate
- Then call someone to write their sentences ( one Ss write one sentence not using the same verbs)
- Call others to remark the correct mistakes - Learn by heart new words
- Do exercises
- Prepare new lesson
Group work T-whole class
Pair work
Pair work
T-whole class
Adjustment:
(61)Date of preparing: January 2011 Date of teaching: January 2011
Period No 33 : REVISION I / OBJECTIVE:
By the end of the lesson, Sts can use report speech II / LANGUAGE CONTENT:
Vocabulary: Grammar:
III / TECHNIQUES: IV / TEACHING AIDS: V / PROCEDURES:
METHOD CONTENT
1. Warm up:
T: sets a situation and asks Sts to report S: give report to the situation
2. Presentation:
T: Guides Sts to the practice 3. Practice:
I /
T: guides Sts to complete the sentences S: complete the sentences
T: checks and gives the key II /
T: guides Sts to read the test and choose the sentences
S: choose the sentences T: checks and gives the key III /
T: guides Sts to complete the blanks S: complete the blanks
T: checks and gives the key IV /
T: guides Sts to Put into indirect speech S: Put into indirect speech
T: checks and gives the key V /
T: guides Sts to Turn into the passive voice S: Turn into the passive voice
T: checks and gives the key 4. Post writing:
T: guides Sts to a report
S: talk to each other about their plan for study, then report
I/ Choose the most suitable words or phrases to fill in the blanks (2 marks)
1 C B C A B D D A
II/ Use the correct form of the verbs in parentheses (2 marks)
1 were2 go comes will prepare
III/ Use the words given in the box to fill the blanks to make a meaningful passage (2 marks)
1 polluted people countries garbage
5 water rivers sea land
IV/ Rewrite the sentences with the words given (2 marks)
1 The Internet has been used all over the world Because she is beautiful, he likes her
3 Although they lived in poverty, they were always admired
4 Paris, which I’ve always wanted to visit, is a city V/ Turn into the passive voice (2 marks)
1 If I have money I will buy that car
2 Although it rained heavy, I went to school on time The teacher who taught us last year is Mrs Green Neil Armstrong, who walked on the moon, lived in the USA
Homework:
(62)Experience
……… I/ Choose the most suitable words or phrases to fill in the blanks (2 marks)
1 I’ve looked _ my new pen everywhere and I can’t find it anywhere
A at B for C up D on
2 I want everybody to listen
A care B careful C careless D carefully
3 Where _you go if you have a car?
A would B have C will D did
4 What will you if you the final
A pass B passed C passes D Will pass
5 We can usually predict when a volcano will _
A abrupt B abruptness C erupt D eruption
6 He is the man helped me yesterday
A which B who C whom D whose
7 The car _ she has just bought is very modern
A which B who C whom D whose
8 are funnel – shaped storms which pass overland below a thunderstorm
A earthquakes B typhoons C volcanoes D tornadoes
II/ Fin in each gap with one suitable word:(2 marks)
Tet or the Lunar New Year holyday is the (1) important (2) in Viet Nam Tet is a (3) _festival (4) _occurs in late January or early February It (5) a time for families to clean and decorate their houses, wear new (6) and enjoy special (7) such (8) sticky rice cakes Family members (9) _live apart try to be together (10) Tet
III/ Fill in the bland with proper words, then answer the following questions: (2 marks) of – up – from – with – on – for – to - after
St valentine’s Day is a celebration (1) romance and love This holyday comes (2) an ancient roman festival called the Feast of Lupercalia (3) a roman called St valentine who war martyred (4) refusing to give (5) _Christianity He died (6) February 14th, and the date war set aside to honor him St Valentine was
named the patron saint of loves and February 14th became the date fox exchanging love letters or
messages and for sending flowers (usually red roses), and chocolate candy (7) _ a loved one St Valentine’s Day colors are red and white School children have classroom parties (8) Valentine candy and pass out Valentine cards to each other
IV/ Use “ALTHOUGH” to combine each pair of these sentences:(2 marks) He often tells lies Many people believe him
2 She didn’t eat much She was hungry _
3 He is over 60 He doesn’t wear glasses _
4 It got dark They continued to work _
V/ Combine each pair of sentences into one by using a suitable Relative Pronouns: (2 marks) have you ever spoken to the people? They live next door
_
2 It’s a book It will interest children of all ages _
3 The people keep having all night parties They live next door _
(63)Date of preparing: January 2011 Date of teaching: January 2011
Period No 34,35: Revision
I / OBJECTIVE:
By the end of the lesson, Sts can use report speech II / LANGUAGE CONTENT:
III / TECHNIQUES: IV / TEACHING AIDS: V / PROCEDURES:
METHOD CONTENT
1. Warm up:
T: sets a situation and asks Sts to report S: give report to the situation
2. Presentation:
T: Guides Sts to the practice 3. Practice:
I /
T: guides Sts to complete the sentences S: complete the sentences
T: checks and gives the key II /
T: guides Sts to read the test and choose the sentences
S: choose the sentences T: checks and gives the key III /
T: guides Sts to complete the blanks S: complete the blanks
T: checks and gives the key IV /
T: guides Sts to Put into indirect speech S: Put into indirect speech
T: checks and gives the key V /
T: guides Sts to Turn into the passive voice S: Turn into the passive voice
T: checks and gives the key 4. Post writing:
T: guides Sts to a report
S: talk to each other about their plan for study, then report
I/ Choose the most suitable words or phrases to fill in the blanks (2 marks)
1 C B C A B D D A
II/ Read the following passage and check true (T) or false (F) (2 marks)
1 F F T T
III/ Use the words given in the box to fill the blanks to make a meaningful passage (2 marks)
1 from peaceful grow scenes
5 fresh feel
7 colors villagers
IV/ Put into indirect speech (2 marks) He said to me he couldn’t the test
2 They told him they were learning English then
3 They asked him if he liked to play that game She asked me why I had to that work V/ Turn into the passive voice (2 marks) My window was broken by this boy yesterday
2 Rice is planted in those fields He has been known well
4 The flowers shouldn’t be cut in this garden
Homework:
- Sts write a report about a program students have heard or seen - Prepare for the first term examination
Experience
(64)I/ Choose the most suitable words or phrases to fill in the blanks (2 marks) She describe herself _ a fashion designer
A by B in C as D from
2 There is a meeting _ am and pm
A on B between C till D at
3 Mary write to me last year
A uses to B is used to C used to D was used to
4 Wearing uniform help students _ equal in many ways
A feel B fall C fell D felt
5 We have some _ students for the program
A exchange B exchanged C to exchange D exchanging
6 Are you a _?
A collect B collecting C collection D collector
7 I can complete a _ English test if you want
A speak B spoke C speaking D spoken
8 They couldn’t pass the final _
A exam B examine C examining D to examine
II/ Read the following passage and check true (T) or false (F) (2 marks)
Jeans are the most popular kind of clothing in the world They are popular almost everywhere, in Japan, France, Indonesia, and Brazil Rich people and poor people wear them Young people and even some old people wear them, too In the United States, they are the only kind of traditional clothes In other countries, young people wear them because they want to look modern Jeans are sign of youth and independence Everyone wants to be modern, young, and independent
1 Jeans can’t be seen in Asia Only poor people wear jeans
3 Jeans are the traditional clothes in USA
4 Jeans are the symbol of youth and independence
III/ Use the words given in the box to fill the blanks to make a meaningful passage (2 marks)
feel – peaceful – villagers – from – scenes – grow – fresh – colors
My village is about 50 kilometers (1) the city center It is a very beautiful and (2) _ place where people (3) _ flowers and vegetables only It’s very famous for its pretty roses and picturesque (4) _ The air is quite (5) _; however, the smell of the roses make people (6) cool In spring, my village looks like a carpet with plenty of (7) Tourists come to visit it so often Nowadays, with electricity, it doesn’t take the (8) much time to water the roses And even at night, people can walk along the path and enjoy the fresh smell of the flowers
IV/ Put into indirect speech (2 marks)
1 He said to me “I can’t the test” He said to me _
2 They said to him “We are learning English now” They told him
3 They asked him “Do you like to play this game?” They asked him _
4 She asked me “Why you have to that work?” She asked me V/ Turn into the passive voice (2 marks)
1 This boy broke my window yesterday My
2 People plant rice in those fields Rice _
3 They have known him well He
(65)Date of preparing: 01 January 2011 Date of teaching: 03 January 2011
Period 36: FIRST SEMESTER TEST. (Đề thi Phòng Giáo dục)
Week 19th
UNIT 6: THE ENVIRONMENT
Period No 37: GETTING STARTED-LISTEN AND READ-LANGUAGE FOCUS 1. Date:
I Objectives: - At the end of the lesson, Ss will be able to understand some environmental problems and conditional sentences type1, and be able to use adjectives and adverbs to make sentences
II Language content:
- Vocabulary: Words about the environment around Ss’life - Structures: Conditional sentence: type 1, Ajectives and adverbs III Teaching aids: Pictures, cassette, posters
III Procedures:
Stages Content Activities
Warm up A Getting started
* Questions:
- What are the roles of the environment to our life? - What makes ours environment polluted?
+ deforestation/ garbage olump - Let Ss look at the pictures and explain
Get Ss to match the words/ phrases to the pictures - Check the answers
- Answer keys: a, air pollution
(66)Pre- reading
While-reading
Post-reading
b,
B Listen and read *Questions:
- Do you often take part in activities to protect ours environment in your school, country ?
- What you do?
- Do you clean the school yard/ the streets/ roads.? - Introduce the situation of the text
* Pre-teach Vocabulary: Shore ( n)
Rock ( n) dump ( n)
Check : What and where - Let Ss listen to the text (twice) Give the new words/ phrases:
+ Dynamite (picture) + Dump (explaination)
+ Garbage (example) + To be disappointed that (example)
Check the vocabulary: Rub out and Remember
Get Ss to read the text and the exercise and check the answers
Give answer keys:
1 -f ; - e; - b; - a; - c; - d
- Introduce the conditional sentences type + Questions:
- What will you if you have a headache? Ex: If I have the headache, I’ll take some aspirin + Ask Ss to find the conditional sentences in the text + Let Ss make the conditionalsentences
* Exercise:
- Let Ss work in pairs Answer keys:
1 The speaker is Mr Brown
2 The listeners are the volunteer conversationists They are on the beach
4 They are going to clean the book
5 If they work hard today, they will make the beach clean and beautiful again soon
6 Exercise: T&F
1,We should collect all the plastic bags and take the to the gabage dump
2,We throw rubbish away every where that means we are destroying ours environment
3, If the pollution continuss, this planet will not be destroyed, Keys: 1T; 2T; 3F
Pair work
Pair work
(67)Homework
C Language focus 1
* Ex: - Ask Ss to repeat the way to change adjective in to adverb and their uses
* Adj + LY = Adverb of maner
- Adjectives can come in two places in a sentence + Before a noun
+ After the verb be, look, seem, appear, taste, smell, sound
- Adverbs normally go after the direct object If there is no direct object, the advert goes after the verb
- Note: Special adjectives Good- well Happy- happily
- Let Ss complete the box (p.53)
- Asks Ss to work inpairs, complete the sentences using these adverb
- Answer keys: a extremly b slowly c.sadly d happily e well
- Ask Ss to write sentences using adj and adv
Pair work
Ajustment:
UNIT 6: THE ENVIRONMENT
Period No 38: SPEAK- LANGUAGE FOCUS 5. Date:
I Objectives: - After the lesson, Ss will be able to persuade people to some things to protect the environment, and be able to use Conditional sentences type
II Language content:
- Vocabulary: Words to talk aboit the environment: activities to protect the environment - Structures: I think you should, why don’t you
III.Teaching aids: Text books, boards, posters III Procedures:
Stages Content Activities
Warm up
A Speak * Jumbled words:
Ex: 1, uaderpse -> persuade 2, beaargg ->
3, roderpoi -> 4, lupotilon ->
(68)Pre-speaking
While-speaking Post-speaking
Pre-teach
5, duproce ->
a Pre-teach vocabulary: + To wrap: mine + To prevent Sb from doing sth: giving example + To reduce: explaination
+ Faucet (n): pictures
* Checking vocabulary: Rub out and Remember b. What should we or shouldn’t to protect the environment?
should do - Plant more trees
- Go to school or go to work by bike
- Keep the air cleaner - Use public buses instead of motorbike
shouldn’t do - Cut trees
- Smoke
- Use plastic bags
- Put garbare bring aroud the school yard
c.To persuade people to protect the environment: Verbs: Should
Ought to + V Had better
I think you should + V Won’t you ?
Would be better if you Why don’t you + V
Why not
What about/ How about + V ing
Ex: I think it would be better if we use banana leaves instead of papers or plastic bags
-T asks Ss work in pair - Practising part a page 49 d. Questionaire: Protecting the environment
How can we ? Ex: How can we save paper?
I think you should recycle used paper, newspapers -Ss use the cues in the pink box to make up similar dialgues in pairs
- Let Ss give fedback Discussion:
Discuss with a partner the best way to protect the environment Take turns to try and persuade your partner into doing things you think the most practical Use the ideas and the expressions for persuading in section a) and the answers to the questionnaire in b )
B Language focus 5
- set the scene to introduce the structure of Conditional sentences type
- Have Ss read the axample in the book and elicit form from
Whole class
Pair work
Group work
(69)Pratice
Consolidation: Homework
Ss
* If + main clause,subordinate clause (simple present tense) (will/ infinitive)
- Have Ss work in pairs and write the complete sentences in their notebooks
- Give feedback
b ., the environment will become seriously polluted c , we will have more shade and fresh air
d., the vegetable will become poisonous and inedible e ., we will live happier and healthier life
- Sum up the main content of the lesson
- Get Ss to write Conditional sentences type
Pair work
Ajustment:
Week 20th
UNIT 6: THE ENVIRONMENT
Period No 39: LISTEN- LANGUAGE FOCUS 2,3. Date:
I Objectives: - By the end of the lesson, Ss will be able to: complete the notes, and be able to make sentences with because/ since/ as, and adjective + that clause
II Language content:
- Vocabulary: raw, sewage, oil spill
- Structure: Adverb clause of reason: as, because Ajective + that clause
III Teaching aids: Posters, pictures IV Procedures:
Stages Content Activities
Warm up
Pre-listening
A Listen
* Open prediction:( Use the extra board )
- Teacher give s sentences : sentences are true to complete the notes)
1 come from ships at sea garbage is
3 Most of the pollution comes from factories Waste materials come from factories Oil is washed from the land
6 Which is pumped directly into the sea * Pre-teach vocabulary: + Raw sewage (n) explain + Pump (v) explain
(70)While-listening
Post-listening
Homework
+ Oil spill (n) explain + Drop (v) explain - Checking vocabulary: rub out and remember * T/ F prediction:
a, People pump raw sewage directly into the sea
b, Every year, ships drop about 16 million tons of garbage in to the sea
c, Oil spills front ships not kill marine life d, Factories let waste materials run in tothe rivers e, Oil, which iswashed from the land doesn’t pollut the oceans
- Teacher explains the content of the listen - Let Ss listen once
- Let them listen again to complete the notes
- Let them listen and more to check the their answers - Call Ss to give their answers Prediction check: a.T; b.T; c.T; d.T; e.F
- Check- give the key - Dicussion:
What should we to protect our oceans? B Language focus 2,3 * Ex2: Let Ss look at the picture a; answer How is Ba? Why is he tired?
- Explain the request of the Ex2
- Let Ss repeat the form of adverb clause of reason main clause: + because, since, as, + subclause
- Ask Ss to work inpairs, exercise (look at the pictures and join the pairs of sentence together)
- Answer key:
* Ex3: Use the picture a of Ex2 to introduce the request of the Ex and the struct
- He is very tired I’m disappointed that he often stays up late watching T.V
- Review the structure: adj + that-clause
Asks Ss to work inpairs, complete the dialogue - Answer key
- Ask Ss to the exercise in the workbook
Pair work
Group work
Pair work
Ajustment:
UNIT 6: THE ENVIRONMENT
(71)Date:
I Objectives: - By the end of the lesson Ss will be able to talk/ write about minimizing pollution in their school
- Anticipated problems:
+ Ss might have difficulf understanding the poem language
+The mummy’s opinion might cause problems in understanding the text +There are many new words in matching activity P.51
II Language content:
- Vocabulary: Words to talk about the environment proplems - Structure: Coditional type
III Teaching aids: Tape, Cassette, Colour chalk IV Procedures:
Stages Content Activities
Warm- up
Pre- reading
While-reading
A Read * T/ F repetition:
a If raw sewage is pumped directly in to the sea, the oceas will be polluted
b Oil spill from ships at the sea doesn’t make the sea pollutet
c Waste material from factories polluted the ocean d Oil washed from land causes the ocean pollution e Garbage was never dropped in to the sea
f Tourists awlays keep beaches clean a Introducing the topic: Use the picture of the school ground being full of garbage
b Pre-teaching:
+ asecond hand junk-yard + atreasure
+ a tream
+ to minimise/ (to) minimize - Structure: Conditional type 1
If S + V ( present ) , S + will + V
EX: IF you 're going to start getting silly ideas , I 'll take you home right away
- Ask Ss gives the same examples c Pre- reading task:
Ss dicuss and guess the answer to the question a.Who is asking?
b.Who is answering?
c What are they talking about?
d Who knows more about minimizing the environment?
1st reading: Ss read and check their answer-prediction
2nd reading: Matching a.52 (5 items)
1 Endup a Foam b
Whole class
Pair work
(72)Post- reading
Homework
3 Hedge e Folk g
3rd reading: comprehesion questions p.51(q1-5)
- Ask Ss read the poem and answer the questions - Ss read the anwers before the class
- T corrects the mistakes and gives the key * Answers key:
1 If the pollution goes on , the world will end up like a second -hand junk yard
2 The mother thinks other folk pollute the environment but not her and her son
3 If the boy keeps on asking such questions, his mother will take him home right away
4 No Because he is right: If he throws the bottles that will be polluting the woods
5 The poet wants us to learn that everyone is responsible for keeping the environment from pollution * Discussion
1 Do you like the mummy in the poem ? Why? Why not? Should we keep the environment in our school clean? Question P.51
- Crossing the groups
B Language focus 4
* Ex 4: Use the picture: e of Ex, to explain the repeat - If you feel sick, what will you do?
- Ask Ss to repeat the structure of c.s type1 If (V present simple), V(future simple)
- Let Ss match half sentences in column A with a suitable one in column B
- Answer keys: 1- e, 2- a, 3- c, 4- d, 5- b
- Write about 5- sentences about “ What we could in our school/ house to
minimize pollution”
Group work
Pair work
Ajustment:
(73)Week 21st
UNIT 6: THE ENVIRONMENT Period No 41: WRITE.
Date: I Objectives: - By the end of the lesson Ss will be able to:
+ Understand the frame of acomplant letter
+ Write a complaint letter using given ideals/ suggestions II.Language content:
- Vocabulary: Words to talk about the environment solutions III Teaching aids: Over head, poster
IV Procedures:
Stages Content Activities
Warm up
Pre-writing
While-writing
Post-writing Homework
- Asks Ss play game:
* Brainstorm about Kind of letters Thank
Job application invitation
complaint 1 Eliciation:
+ A complain letter has sections: S, C, R, A, P + Explaination
2 Recorgnition: (6a) P.52
3 Ordering: Ask Ss to exercise 6a at page 52 - Give Ss corrects answer
- Ask Ss read the situation of part write - Ask Ss some questions about situation
What people in the lake behind the house these days? What makes you worried? What’s the problem?
What suggestion you wat to make? Any future plan you want to make? + Feed back
S: problem of fish catching in the lake C: use electyicity to catch fish
Fish: died, floated
Fogs: toads, birds, died from electric shock waves R: Local authorities shoud prohibit and find heavily for catching fish in this way
A: See good resposes from the local authorities P: Faithfully/ sincerely
- Ask Ss work: individual
- Ss are asked to write a complaint letter using given information/ ideas
- Feed back and correction
- Confirmation(Frame of a complaint letter) - Ask Ss to write a letter again
- Ask Ss to prepare new lesson: Part language focus
Whole class
Pair work
(74)Ajustment:
UNIT 7: SAVING ENERGY
Period No 42: GETTING STARTED - LISTEN AND READ. Date:
I Objtives: By the end of the lesson, Ss will be able to understand the dilogue and about the way to save energy
II Language content:
- Vocabulary: Words about the energy: waste problems - Structure: + Suggest +V-ing
+ Suggest + S + Should + V-ing? III Teaching aids: Picture, tape, text book
IV Procedures:
(75)Warm up
Pre- reading
While-reading
Post- reading
Homework
A.Getting started:
-Ask Ss to look at the pictures in the book then anwers the questions
+ Is the TV on?
+ Should we turn the TV off?
+ What should we before leaving? Answer B Listen and read:
- Giving introductionof the text a Pre-teach
+ Teaching vocabulary: + Crack (Relia) + Faucef (Exp) + Plumber (Picture) - Checking vocabulary: - Matching
- Grammar: Ex: I suggest taking showers T explains: Form: S + suggesst + V-ing Use: Make suggesstion Ex: I suggest turning the TV set off b T/F statements prediction
- Set the scene: Mr Ha is talking to his neighbor, Mrs.Ha, and Mr Ha looks very worried
Now, work in pairs and guess about the conservation between them
- Hang the poster of statements on the board and ask Ss to guess which statements are true and which are false ( ex 2b on page 58)
- Ss listen to the tape once - Do the T/ F prediction - Ss listen to the tape once more - Correct if necessary
Guess Answer Correction
a T
b T
c F Mr Ha hasn’t checked the
pipes in his house
d F A plumber is a person who
repairs water pipes
e T
* Discussion: Ask Ss to work in groups, discussing the topic: “What you to save energy at home and at school?”
-Write things you should to save energy at home and at school
T-whole class
Pair work
Pair work
(76)
Week 22nd
UNIT 7: SAVING ENERGY
Period No 43: SPEAK- LANGUAGE FOCUS 3. Date:
I Objectives: - After the lesson, students will be able to pessual others to some things to save energy
II Language content:
+ Vocabulary: Related to saving energy + Structures: Make suggestion
- Suggest + V-ing
- Suggest + suject + should II Teaching aids: Text book and some pictures III Produces:
Stages Content Activities
Warm up
Pre-speaking
While-speaking
Post-speaking
A Speak * Brainstorming
+ activities to protect energy - Feed back and add so a Pre-teach: Vocabulary:
+ Gas fire (Picture) + Cooking pot (Picture) * Checking vocabulary
- Rub out and remember
b Review the structures in the pink box: - Give modal example:
+ I suggest fixing the faucet
+ I think we should turn off the light - Use the pictures in the book
* T corrects and give correct answers - Form practicing at the pictures above
- Ss can make up example in order to rearrange the new dialouges
- Give some suggestion about saving energy
- Discussion:Get Ss to work in pairs to dicuss about energy B Language focus 3
- Review some structures to make suggestions * Suggest + V – ing/ Suggest + that clause
- Divide class into teams.Each team takes charge of one part.Team make suggestion to help the poor in the neighborhood of their school.Team make suggestions to improve their English.Ideas in the textbook may be useful - Ask Ss to the task in groups or in pairs of each team
T-whole class
Pair work
Group work
(77)Homework
- Call on some Ss to read aloud their suggestions - Learn by heart the dialogue
- Make up a new dialouge in the book
Ajustment:
UNIT 7: SAVING ENERGY
Period No 44: LISTEN- LANGUAGE FOCUS 1,2. Date:
I>Objectives
- By the end of the lesson,Ss will be able to understand and know how to common listening tasks:True or false and gap filling
- Get general knowledge about one kind of alternative energy,solar energy, and by the end of the lesson ,Ss will be able to further improve their understanding about common connectives,phrasal verbs
II>Language content:
- Words about the energy
- Structure: Conectives: and, but, because
Phrasal verbs: turn off, turn on, look for, look after III>Teaching Aids
Text book,cassette,white board markers IV>Procedure
Stages Content Activities
Warm up
Pre-listening
While-listening
A Listen * Q & A
-Ask Ss questions about solar energy What is solar energy?
What are advantages of solar energy? Is solar energy operated in Viet Nam? *Pre-teach vocabulary
Solar (a)belongs to the sun
Solar panel (n) -> Example
Solar energy (n) ->Explanation Advanced (a) ->Explanation
Nuclear power (n) ->Explanation
Roof (n) -> Example
*Rub out and remember *True or False
-Let Ss read the statements in a) carefully -Instruct the task
Listen to the news on solar energy and decide whether the statements are true or false.Check(V) the boxes and correct
Whole class
(78)Post-listening
Warm up
Presentation
Homework
the false ones
-Play the tape more than once if necessary -Ask Ss to compare the answers with a friend -Feedback and give the correct anwers
1-T 2-F 3-F 4-T 5-F
( in 2015 ) Gap filling
-Play the tape again and ask Ss to task
Fill in each blank with one word you hear
-Ask Ss to guess the missing words before plying the tape True /False repetition drill
-Read 5-> statements about content of the listening.If the statements are true,Ss repeat after teacher
* answer keys:
1 Effective pollution coutries store roof instead of
B Language focus 1,2 * Brainstorming:
-Ask Ss to work in group and review all the ways to save energy which have learned in unit
-Gather ideas from groups and have some final thoughts on ways to save energy
EX1: Explain function of the connectives: And But/However So/Therefore Or
-Tell Ss to exercise 1.complete the sentences Use the correct connectives
-Ask Ss to compare the answers with a friend -Feed back and give correct answers
a)And b)But c)because
d)Therefore e)Or f)So
EX2:-Elicit the meanings of the phrasal verbs through examples
-Ask Ss to guess the meaning of those of phrasal verbs in the following context:
It’s dark here.Can you turn on the lights? Please turn off TV when you finish watching It’s important to look for a job after graduation My sister looks after the pet when I am away He goes on talking about himself
- Have Ss exercise2.Complete the sentences.Use the right tense form of the phrasal verbs in the box and the pictures - Have Ss compare their answers with a friend
- Correct any necessary mistakes - Give the correct answers:
1 look after 2.go on 3.turn on looked for 5.turn off
Individual
Pair work
Group work
(79)- Ask Ss to write suggestion sentences in their notebook
Individual Ajustment:
Week 23rd
UNIT : SAVING ENERGY Period No 45 - READ
Date: I.Objectives:
- By the end of the lesson Ss will be able to get general idea of the reading through choosing the best summary and answering questions
II.Language content:
Vocabulary: Luxury, consumer, account for, labeling scheme, tumble dryer, innovation III Teaching aids:
Tape, Cassette, Colour chalk IV Procedures:
Stages Content Activities
Warm up
Pre-reading
* Find someone who:
-Prepare a two column table with Yes/No questions and name -Let Ss go around the class and ask other students what they usually to save energy
.If the answer is Yes.write his/her name in the table
The winner is the first one who completes the name column Do you usually ?
* Pre-teaching:
+ Luxary>< Necessity (n)
+ Consumer (n) user of product or service + Household = Family
+ Account for = represent(v)
+Labeling scheme (n) explanation
+Tumble dryer (n) example
+Innovation (n) explanation
-Checking technique: Sentence modeling
-Ask Ss to read the passage very quickly and answer the following questions
(80)While-reading
Post-reading
Home work
1.Which cotinents are mentioned in the text?
2.Are electricity,gasand water luxuries or necessities? -Have Ss read the passage more carefully and choose the best summary for it among four following options
-Ask Ss to give explanation for their choice -Give the correct answer:
*North American and European countries are interested in saving money and natural resouces.
-Tell Ss to read the passage again and answer the questions -Ask Ss to compare their answers with a friend
-Call on some Ss to read their answers aloud in front of class -Give the correct answer
* Answer keys:
1 Western consumers are interested in products that will not only work effectively but also save money
2 We can use energy - saving bulbs instead of ordinary 100 watt- light bulbs to spend less on lighting
3 She will pay US$ for lighting if she uses energy - saving bulbs instead
4
-Expand the topic by opening a discussion on question:
Why should we save energy?
-Ask Ss to work in group to list the reasons for saving energy - Write about 5- sentences about “ What we could to save energy?
Pair work
Individual Pair work
Group work
Individual Ajustment:
UNIT : SAVING ENERGY
Period No 46- WRITE Date: I.Objectives:
By the end of the lesson, Ss will be able to write a short,simple speech with clear organization and present itin front of the whole class
II.Language content:
(81)- Structure: Coditional type III Teaching aids:
Extra book, Colour chalk IV Procedures:
Stages Content Activities
Warm up
Pre-writing
While-writing
Post-writing
* Noughts and Crosses
-Draw a table containing words in each cell
Electricity Freezer Consumer
Gas Washing machine Household
Water Dryer Innovation
-Definition of a speech
-Elicit the function of the parts a speech by questioning What we in Introduction?
What is included in Body? -Matching Ask Ss to work individually
A B
1.Introduction A.Summing up what you have said 2.Body
B.Getting people’s attention and telling them what you are going to talk about
3.Conclusion C.Giving details in easy way to learn language. Give the correct answer:
1-B 2-C 3-A
*Ordering:
- Ask Ss to work in pairs,put the sections in the correct place to complete a speech
-Call on some Ss to deliver the speech in front of the class -Comment and correct any necessary mistakes
-Give suggested answer
Good evening,ladies and gentlemen Most of us use too much gas
If you follow these simple rules,not only *Preparing and delivering a speech
-Tell Ss to choose one of the topics in the book:Reducing paper and saving energy in the kitchen and then prepare a speech for the class
-Ask Ss to compare the writing with a friend
-Introduce Peer Correction Have Ss check and comment on each other writing
-T goes around class and offers help if necessary
-Call on some Ss to deliver the speech they have written in front of the class
-Give comments on S’s performance regarding
Whole class
Individual
Pair work
Individual
(82)Homework
pronunciation,body language,eye contact -Give suggested Answers
Good morning , ladies and gentlement Thank you for coming here today I'm professor Hung, President of Friends of the Earth I'm going to tell you aboutthe way of reducing gabarge.
As we kown that reducing gabarge is necessary We can reduce gabarge by:
- Collecting plastic bags.
- Not keeping solid waste with food waste.
Putting different kinds of waste in different places. I hope that you will be able to find the most suitable way to reduce the amount of gabarge we produce
- Ask Ss to write their passage (after correction) in their notebook
Ajustment:
Week 24th
UNIT 8: CELEBRATION
Period No 49: Getting Started & Listen and Read Date:
I Objectives:
- By the end of the lesson, Ss will be able to get further information about celebrations in the world ,practice reading comprehension skills for details to complete a table
II.Language content:
- Vocabulary: Words to describe popular celebrations in different countries: Tet, Easter, Christmas,
- Structure: Relative clauses III Teaching aids:
Pictures, cassette, posters IV Procedures:
(83)Warm up
Pre-reading
While-reading
A Getting started
-Ask Ss to work in groups and make a list of famous celebrations in Vietnam and worldwide
- In the allowed time,group with the longest list will be the winner
Valentine Lunar New Year
Celebrations
Christmas Mid-Fall Festival
-Tell Ss to work with a partner Match the icons with the name of the celebrations they represent
-Ask Ss further questions about facts of the above celebrations:
B Listen and read *Vocabulary pre-teach:
+ Sticky rice cake(n):Traditional Chung cake
+ Occur (v) happen,take place
+ Live apart (v) far away
+ Jewish (a) (Explained in the
passage)
+ Passover (n) Explanation
+ Slavery (a) condition or work of
slave
+Joyful (a) cheerful
+ Parade (v+n) march with display
*Jumbled words
Divide class into small groups
-Write new words on the cards given to each group.The words on the card are the wrong order
-Ask Ss to rearrange the letters to make good words.Group with the most correct words in the shortest time will be the winner
-Have Ss listen and read the passage about the celebrations in Vietnam and in other countries.And ask them to complete the table with five headings: Celebration, when,
activities,food,country
-Ak Ss to compare their table with a friend -Feed back and give necessary corrections -Give correct answers:
Ex:
Celeb ratio
n
When Activities Food Country
Tet
In late January or
Cleaning and
Sticky rice
Vietnam
Group work
Pair work
Group work
(84)Post-reading
Homework
early February
decorating homes, and enjoy special food
cake
-Have Ss to work in group of three Base on the information in the table ,and ask Ss to make a mini presentation about the celebrations
- Ask Ss to exercises of language focus and prepare new lesson
Group work
Ajustment:
UNIT 8: CELEBRATION
Period No 50: Speak- listen Date:
I Objectives: - After the lesson, Ss will be able to persuade people to some things to protect the environment
II.Language content:
- Vocabulary: Words to express compliments - Structures: Well done, That’s a great III.Teaching aids: Text books, boards, posters IV Procedures:
Stages Content Activities
Warm up
Pre-speaking
A Speak * Brainstorm
excellent good Compliment
That's nice Well done
* Open question:
- When people give a compliment to others? - Do you usually give a compliment ?
- Do you know how to respond to it?
- Pre-teach Vocabulary: Nominate
Charity Activist
Check : Jumble word
- Introduce the structures to give and respond to a compliment
(85)While-speaking
Post -speaking
Warm up
Pre-listening
While-listening
Give a compliment Respond to a compliment
Well Thanks
That's a great / an excellent It's nice of you to say so Let me congratulate you on That's very kind of you - Ask Ss to work in pairs Read the situations in the book and then give and respond to approriate compliments - feedback and give suggested answers.
b) Mother : well done, Huyen. Huyen : Thanks , Mom.
c) Friends : Congratulations on your nomination, Tuan. Tuan : It's nice of you to say so.
d) You: That's excellent drawing, Hoa. Hoa: That's very nice of you to say so.
- Ask Ss to work with another partner : think of the situations in which you can compliment your friends and respond from him / her or them, then make up dialogues with your partner
B Listen * Pre questions
- Do you like singing? - Can you sing English song?
- Which English songs you know? - Have you heard : " Anld lang syne " song? 1 Pre- teach vocabulary:
Auld Lang syne(N): The good old day Due to (Ajd):
Bureau (n): Acquantance (N) Trusty (adj):
* Checking: Slap the board 2 Guessing
- Have Ss listen to the song Auld Lang Syne and work in pairs to guess the words in the blanks
- Give feedback
Let Ss listen to the song twice and check their guess - Give feedback
* Answer keys: a days
b take c mind d hand e kindness
- Have Ss sing a song Auld lang syne - Have Ss exercise in the workbook
Pair work
Pair work
T-whole class
T-whole class
(86)Post-listening Homework
Ajustment:
unit 8: celebration
period 51: section: Read I- Objective
By the end of the lesson, Ss will be able to know more about the opinions, feelings, and memories of children about their father on the Father’ s Day in USA and in Australia
II Language content:
- Vocabulary: Words to express feeling - Structures: Relative clauses
III- Teaching aids
- Text books
IV Procedures:
Stages Content Activities
Warm up
Pre-reading
* Network about celebrations Possible answers:
- women’ day
- Teacher’ day - children’ day - christmas’ day
- Vietnamese Independence Day
a-Pre- teach vocabulaly - hug
- considerate - generous - priority - distinguish
* Checking vocabulaly: Rub out and Remember b- Prediction
- Set the scene: On Father’ day in Australia and in the USA, chirldren show their love to their father by giving their father present, cards
- Ask Ss to think of the adj that children use to talk about their father
* Possible answers: strong generous
(87)While-reading
Post-reading Homework
considerate handsome humorous healthy great terrific a- reading and checking:
- Have Ss read the opinions, feelings and memories of children about their father on Father’ Day in USA and Australia
- Ask them to compare the adj they guess with the adj Rita, Bob and Jane use to describe their father
b- comprehension questions
- Get Ss to work in pairs to answer the questions on p.69 - Give feedback Teacher can ask Ss to write the answers on the board
a To her dad
b He is possibly dead These ideas may tell about
that: how much you are missed , I now have chirldren, Dad,
c His sense of humor
d The best person in the world, a teacher, a care taker, a friend
- Have Ss practice asking and answering the questions in open pairs and then closes pairs
- Have Ss write their feelings, opinions and memories about their fathers
- Ask Ss to learn by heat vocablaly and prepare section write
Individual
Pair work
Individual
Ajustment:
unit 8: celebration
period 52: Section: Write Date: I- Objective:
By the end of the lession Ss will be able to write a letter to a friend/ pen pal to share their ideas II Language content:
- Vocabulary: Words to express opinion - Structures: Relative pronouns III- Teaching aids: Text books
(88)Stages Content Activities Warm up
Pre-writing
While-writing
* Jumbled words - lebteace - tiontradi - wersflo - ftig * Answer keys:
- celebrate; tradition; flowers; gift
a- Pre- teach vocablaly
- enhance - have aday off - support - nationwide
* Checking: What and Where
b- Ordering
- Ask Ss to keep their books closed, show the outline on the board
- Get Ss to put the parts in the correct order (1) Give details about:
When to celebrate, in what season, or what month (why) How to celebrate: having paties, sending cards What special gift to give
What special food to offer
(2) State whether or not you think your idea will be supported and you hope the day will be celebrated nationwide
(3) Tell your friend the reson for celebrating this day * Answer keys:
- Paragrapg 1: (3) - Paragrapg 2: (1) - Paragraph 3: (2)
- Have Ss write individually to a friend to tell him/ her about why they want to celebrate Mother’ Day or Father’ Day in Viet nam and how to celebrate it
* Suggested ideas:
In my opinion, it is necessary to have a day to celebrate for our parents.
On these occations, chirldren will have a special day to express their feelings, memories and love for their farents We have a chance to enhance family tradition Members of families can have a chance to get together, to know one another and to help one another.
I think first Sunday of April is suitable Sunday is a day off so everybody is free from work or study April is late spring or early summer, and the weather is generrally fine at this time of the year, many activities can happen outdoors.
It is necessary to have a party but it is good idea to have lunch or dinner with all members of the family Chirldren should give their farents flowers, send them cards, or bring
T-whole class
Pair work
(89)Post-writing
Homework
them special cake Moreover, chirldren should serve their farents the food that they like best.
I believe the idea will be supported and the day will be celebrated nationwide because everybody loves their parents and wants their parents to be happy
-Have Ss share their writing with their partners and correct their partner’ mistakes
-Ask some Ss to read about their writing before class - Get Ss to give their opinions
- Have Ss write on their notebooks Pair work
Ajustment:
Unit 8: Celebration
period 53: Section: Language focus Date:
I- Objective:
By the end of the lesson Ss will be able to use relative clauses II Language content:
- Vocabulary: Words to express compliments
- Structures: Relative clause and adverb clauses of concession III- Teaching aids: Text books
IV- Procedure:
Stages Content Activities
Warm up
Presentation
* Jumble words:
- tlaouhgh= aithough - lofk = folk - ubclpi = public - ppaenh = happen
a- Pre- teach vocab: - compose - culture - occur - satisfy -jumper - lap
* Checking: Slap the board b- Presentation:
(90)Home work
* Form and use: Relative Pronouns: who, which who- which: replace the pronoun
who is used for people, which is used for things
- Have Ss work in pairs to language focus They have to join the sentences, using relative clauses
*Answer keys:
1a-Auld lang syne is a song which is a sung on new year’ s Eve b- This watch is a gift which was given to me by my mom on
my 14th birthday
c- My friend Tom ,who sings Westen folk songs very well ,can compose songs
d- We ofen go to the town cultural house which always opens on public holidays
e- I like reading books which tell about different peoples and their cultures
f- On my Mom’ birthday my dad gave her roses which were sweat and beautifuf
g- Judy liked the full moon festival which happened in mid- fall very much
- Have Ss look at pictures on p.71 to describe each of the people in the picture, using Relative clauses
- Have Ss write sentences to describe the people in two picture on p.71 in their notebooks
Pair work
Adjustment:
- Unit 9: Natural disasters
period 54: Section: Getting started - Listen and read Date:
I- Objecctive:
By the end of the lesson, Ss will be able to get the information about wether forecast II-Language content:
- Vocabulary: Words to talk about the natural disaster and the weather forecast - Structure: Relative pronoun
III- Teaching aids:
Text books, pictures IV- Procedure:
Stages Content Activities
Warm up * Chatting
- Ask Ss some questions about weather What’ s the weather like today? Do you like hot/ cold wether?
Have you ever listened to the weather forecast on the radio or on TV?
Do you think weather forecast is useful for us? How is
(91)Pre-reading
While-reading
Post-reading
it useful?
a- Pre- teach vocab: - turn up - expect - thunderstorm - delta
- just in case - trust
*Checking: What and Where b- Pre- questions:
- Set the scene : Thuy is talking to her grandmother while they both are watching TV
- Give Ss one question and ask them to guess the answer What are they watching?
- Give feedback
* Answer key : They are watching the weather forecast on TV
a- Gap-filling
- Have Ss read the dialogue silently and ex 2b on p 75 - Get Ss to share their answer with their partners
- Give feedback
* Answer keys:
1- turn up – weather forecast 2- raining
3- thunderstorms 4- have temperrature
5- weather forecast- watching them b- Comprehension questions:
- Show the questions on the poster Ask Ss to answer the questions in pairs
- Get Ss to call out their answers ,teacher corrects if necessary
* Answer keys:
1- Because she wants to listen to the weather forecast 2- Ho Chi Minh city is hottest
3- She is going on to the park on the other side of Thang Long Bridge with her old friend
4- She wants her to bring along a rain coat - Have Ss practice asking and answering in pairs - Ask Ss to read again the weather forecast on TV - Ask ss to look at the map and play the role of the weatherman to present the weather forecast, based on the information given
- Call on some ss to present befoe the class
- Ask Ss to write a weather forecast Ss can change the
Pair work
Individual
Pair work
(92)Homework information, the places
Adjustment:
Unit 9: natural disaster
period 55: Section: Speak- listen Date:
I- Objective:
By the end of the lesson, Ss will be able to talk about what they want to buy and to prepare for a typhoon, and be able to get some idea on how to live with earthquakes by listening
II Language content:
- Vocabulary: Words to talk about the preparations for natural disasters III- Teaching aids:
Text books, poster IV- Procedure:
Stages Content Activities
Warm up
Pre-speaking
While-speaking
Post -speaking
A Speak * Brainstorming
- Have Ss think about what they to prepare for a typhoon - Have Ss to go to the board and write down
a- Pre-teach vocab:
- bucket - leak - tie - latch - ladder - blanket - available * Checking: Slap the board
b- Revision:
* Form: must/ may+ infinitive * use: in diduction or prediction
- Have Ss ex3a the Ss have to check what preparations they think shuold be done for a typhoon
- Ask Ss to use the expression on p.77 when talking to one another,
I think
I think you should Yes, I think so
What for?
- Divide Ss into group of four
- have Ss talk about what they think they want to buy and
T-whole class
Individual
(93)Warm up
Pre-listening
While-listening
Post-listening Homework
to prepare for a typhoon Explain why
They can use the questions and the answers above
- Go around and help Ss to show their ideas
B Listen * chatting
- Ask Ss some questions about earthquakes Have you ever heard of an earthquake? What happen if there is an earthquake?
In which country earthquakes occur frequuently? What would you if thereis an earthquake?
a- Pre- teach vocab: - block - roller - snout - hurricane - eruption * Checking: Slap the board
b- Prediction:
- Have Ss look at the box and guess the words in the blanks - Give feedback
- Have Ss listen to the tape twice and check their prediction * Answer keys:
1- bottom shelf of the bookshelf 2- fridge
3- washing machine 4- mirrors
5- a window 6- inside
7- under a strong table 8-doorway
9- corner of the room,
- Have Ss read aloud their answers before the class - Write Smt about what they have to to prepare for a typhoon
T-whole class
Individual
T-whole class
Individual
(94)-Unit 9: natural disaster
period 56: Section: READ Date: I- Objective:
By the end of the leaaon, Ss will be able to get more information about the natural disasters in the world
II Language content:
- Vocabulary: Words to talk about natural disaster - Structure: Relative pronouns
III Teaching aids:
Text book, pictures IV Procedure:
Stages Content Activities
Warm up
Pre-reading
While-reading
* Network with natural disaster
volcano typhoon
Earthquakes tidal waves
Natural disasters snowstorm
typhoon tornadoes
tidal waves
a pre- teach vocabulaty
abrupt (adj): sóng thần shift (n): chuyển dịch warn (v): cảnh báo
.funnel- shaped (adj): có hình phểu suck- up (v) : hút lên
* checking: Rub out and Remember
b T/F statements predictions
:* set the scene: There are statements about the information of some natural disasters All of you have to read them and guess whether they are true or false ( the statements in the book on page 79)
- Hang the poster of T/F on the boarb
- Get Ss to work in pairs to guess which statements are true and which are false
a Have Ss read the text on p 78 and check their prediction - Get Ss to correct false statements ( ex a)
* Answer keys
Guess Answer Correction
T-whole class
(95)Post-reading
Homework
1 T
2 T
3 F A huge tidal wave travled from Alaska to California
4 T
5 F
The eruption of mount Pinatubo is the world’s largest volcanic eruption in more than 50 years
6 T
b Have Ss work in pairs and coplete the sentences in ex 5b on page 79
* Answer keys
1 occur around the Pacific Rim
2 people were killed when homes, office blocks and highways collapsed
3 there is an arupt shift in the underwater movement of the Earth
4 a cyclone
5 the word typhoon
6 passed overland below thunderstorm and sucks up anything that is its path
* Asking and answering - Divide the class into four groups - Have Ss read the text again
- Group ask the question, group 2, 3, answer it - Group ask another question, group 1, 3, answer it - Go on until the four group ask their questions
* Question:
1 Why people call the Pacific Rim “ Ring of fire”? What will happen when there is an arupt shift in the underwater movement of the Earth?
3 What does “typhoon” mean? Can we predic a volcano?
- Have Ss write the ex 5b into their notebooks, using their ideas
T-whole class
Pair work
Group work
Individual
(96)Unit 9: natural disaster period 57: Section: write
Date: I- Objective:
By the end of the lesson, Ss will be able to write a story II Teaching aids:
Textbooks, pictures III Procedure
Stages Content Activities
Warm up
Pre-writing
While-writing
* Jumble words
- Write the words whose letter are in the radom order on the board
- Divide the class into two teams Ss from two teams go to the board and write the correct words
1 otnophy- typhoon damotro- tornado laconov- volcano tearquahke- earthquake ormst- storm
a Pre- teach vocabulary
- behave(v) : cư sử - shelter (n) : chổ trú ngụ - all of sudden: bất ngờ * Checking; What and where
b Telling story
- show six pictures on the board
- Set the scene: This is lan’s family, they are at home - Ask some questions to elicit the story
1 Picture 1: - Who is this? - Where is she? - What is she doing?
Picture 2: - How is the dog? Picture 3: - What’s on TV?
- What does Lan’s mother say? Picture 4:
- What are they doing? Picture 5:
- What’s the weather like now? Picture 6:
- What’s the weather like now? - How are they now?
- Ask some Ss to look at the pictures and retell story
- Have Ss write a story individually The cues in the box on page 79 will help Ss to write easily
T-whole class
T-whole class
(97)Post-writing
Homework
- Go around and help Ss to write
* Answer key
It was a beautiful day The sun was shiny, the sky was blue and the weather was perfect Lan was outside playing with her dog, Skippy All of the sudden, the dog began behaving strangely She kept running around circles Lan ran home with her dog to tell her mother what Skippy was doing Lan’s mother, Mrs Quyen told Lan that she heard on TV that there was a typhoon coming Mrs Quyen gathered her family and told them to find a shelter in the house.
Suddenly, the sky became very dark The stor came with strong wind and heavy rain Mrs Quyen and her family wewe scared, but soon the storm finished and everyone was glad What a clever dog Skippyis She saved Lan from beng caught in the typhoon.
- Get Ss to share with their partners and correct mistakes. * Correction:
- Take some writing to correct in front of the class - Ask Ss to retell their writings
- Collect their papers and correct
- Get Ss to write another story They can make changes or add more details to the story
T-whole class
Individual Adjustment:
-Unit 9: natural disaster
period 58: Section: language focus Date:
I- Objective:
By the end of the lesson, Ss will be able to practice on relative pronouns: who- which- that,and be able to distinguish between defining Relative clauses and non- defining Relative clause II Language content:
- Vocabulary: Words to talk about the natural disasters - Structures: + Relative pronouns
+ Relative clauses III Teaching aids
(98)IV Procedure
Stages Content Activities
Warm up
Practice
a Pre- teach vocabulary
- sweep (v): quét - destroy (v) : phá huỷ
- extensive (adj) : lớn, rộng lớn - border (v) : tiếp giáp với * Checking: Rub out and Remember
b Revision of who- which or That
- Who is used for people - Which is used for thing
- That is used for both who or which
c Defining and non defining Relative clauses
- Help Ss distinguish between defining and non defining Relative clauses
+ Defining Relative clauses identify nouns, these clauses tell us which nouns, these clauses tell us which person or thing the speaker means
+ Non- defining Relative clauses give more
information about a person or thing already identified When we write these clauses, we put commas at the beginning of the clause
Exercise 1:
- Have Ss work in pairs to the exercise in language focus on page 81
- Ask them to answer the question, using the relative pronoun which or who
- Give feedback
a The city which was struck by a huge earthquake in 1995 is Kobe
b The country which won the 1998 Tiger cup is Singapore
c The animal which has one or two horns on its snout is rhinoceros
d The explorer who discovered America is Christopher Columbus
e The planet which is closest to the earth is Venus f The animal which was choosen to be the logo of Sea games 2003 is buffalo
g The Asian country which is divided into two regions by the sea is Malaysia
h The food which you can chew but you can’t swallow is chewing gum The food you can swallow but yiu can’t chew is water
Exercise 2:
- Have Ss the exercise in language focus on p.81,82 - Ask Ss to match each of the sentences in column A with a related sentence in column B, then use asuitable relative
T-whole class
Pair work
(99)Production
Homework
pronoun to join them
- Get Ss to work individually, then share with their partners
* Answer keys
1-e, 2-g, 3-f, 4-a, 5-c, 6- d, 7- b
Exercise 3
- Have Ss to the ex on p 82
- Ask Ss to underline the Relative clause in each sentence, then add commas to separate the non defining Relative clause from the rest of the sentence
- Get Ss work in pairs, then ask some Ss to write the sentences on the board
*Answer keys
b Kangaroos, which come from Australia, have long tails c Ba, who lives in Trang Tien street, likes playing the guitar d The novel that you gave me on my birthday has been lost e Neil Armstrong, who first walked on the moon, lives in the USA
f The chair that I bought yesteday is broken
g Mrs Lien, who sing very well, is my English teacher
* Wrting: (ex 4)
- Have Ss rewrite the sentences in language focus - Ask Ss to replace each underline clause with their own clause
- Let Ss use facts or their imagination
- Have Ss write some more sentences with non-defining relative clause
Pair work
Individual
Adjustment:
Unit 10: LIFE ON OTHER PLANETS
period 61: Section: Getting started- Listen and read Date:
I- Objective:
By the end of the lesson, Ss will be able to know more about UFOs II Language content:
(100)III Teaching aids
Textbooks, pictures IV Procedure
Stages Content Activities
Warm up
Pre-reading
While-reading
*Chatting (Getting started)
- Show the pictures on page 83 to the Ss and ask them some questions about UFOs
( The questions are in the getting started section)
a Pre- teach vocabulary
- spacecraft (n): tàu vũ trụ - meteor (n): băng - evidence (n): chứng
- alien (n): người hành tinh khác - capture (v): bắt
- devide (n): dụng cụ, thiết bị - claim (v) : đòi quyền, nhận
* Checking: What and Where
b Guessing the meaning of the new words
- Get Ss to read the text and find the words in the text that have the meaning given in ex 2a on page 84
- Ask Ss to work in pair to ex 2a - Give feedback
Answer keys:
1 evidence meteor aliens collecting captured disappeared
- Have Ss to ex 2b on page 84
- Get Ss to read the text again and complete the notes They have to work individually then compare with their partners - Call on some Ss to read aloud their sentences
* Answer keys:
a An aircraft, a weather balloon or a meteor b nine large round objects traveling at about 2,800 meters an hour
c .1,500 UFO
d .a UFO above their house
e .an egg- shaped object in one of his fields and also aliens collecting soil sample
f .claimed they were captured by aliens and taken aboard a spacecraft
g .and his plane disappeared after sighting a UFO
h .that he saw a plate- like devide at a tree top 30 meters away
T-whole class
Pair work
Individual
(101)Post-reading
Homework
*Discussion:
- Have the whole class dicuss the topic “UFOS” - Choose a good student to be the leader
- Get the leader to make a summary of the evidence of the existence of UFOs and then discuss with his/ her friends - Give the leader some questions for him/ her to ask his/ her friends
Do you believe in Kenneth Arnold, or the woman who saw a UFO above her house?
Have you ever seen a picture of an alien ? Can you imagine what the alien are like? Are they small or big? Are they intelligent?(if yes) why you think so?
- Have Ss write the notes on page 84 in their notebooks
T- whole class
Adjustment:
-Unit 10: LIFE ON OTHER PLANETS
period 62: Section: Speak- Language focus Date:
I- Objective:
By the end of the lesson, Ss will be able totalk to one another about what they think there might be on Mars, on the moon and on other planets, and be able to use modal verbs may / might II Teaching aids:
Textbooks, poster, pictures III Procedure
Stages Content Activities
Warm up * Word square A Speak
S E A R T H Earth
Sun Mars Moon Mercury
M U M E R C
U R N S A U
S S R U B R
A A R V C Y
M O O N T S
- Ask Ss some questions about the solar system which planet is the nearest to the sun?
(102)Pre-speaking
While-speaking
Post-speaking Warm up
Which is the bigest? Which is the hotest?
* Pre- teach vocabulary
- microorganism (n): vi sinh vật - gemstone (n) : đá quý
- sparkling (adj): lấp lánh - creature (n) : sinh vật - trace (n): dấu vết
- mineral (n) : khoáng sản
* Checking: Rub out and Remember Ex a: Matching
- Set the scene: A space tourist traveled to Mars, he saw many things there and noted
Them down These are drawings of things Try to guess and match the drawings with their names
* Answer keys: minerals water mountains plants
5 little creatures gas
7 gemstone Ex.b: Pratice the dilogue
- Have Ss pratice the dilogue between Nam and Hung on page 85
- Call on some pairs of Ss to pratice the dilogue - Correct pronunciation
- Have Ss work in pairs to practice the dilogue Then make up similar dialogue about the drawing, using the cues in section a - Call on some pairs of Ss to practice their dilogue before the class
* Discussion
- Give Ss the topic “ What may there be on Mercury/ on the moon/ on Mars?”
B Language focus 1 - Revision of model verbs may and might
* Form: May/ might + ifinitive
* Use: We use may, might to talk about present or future possibility
- Might is normally a little less sure than may
- Have Ss look at the pictures on page 89- 90 to the exercise in language focus
- Get Ss to work with a partner Use may or might and talk about Andy’s presents
Pair work
Group work
(103)Homework
* Answer keys;
b It may be a box of crayons or it might be a box of paints c It may be a football or it might be a basketball
d It may be a boat or it might be a train
e It may be a flying saucer or it might be a meteor f It may be a evening star or it might be spacecraft
- Get Ss to write a short paragraph to answer the questions in the dicussion
Pair work
Adjustment:
-Unit 10: LIFE ON OTHER PLANETS period 63: Section: listen- language focus 2,3,4
Date: I- Objective:
By the end of the lesson, Ss will be able to know more about the moon by listening, and be able to use conditional sentences
II Teaching aids
Textbooks, pictures III Procedure
Stages Content Activities
Warm up
Pre-listening
A Listen A Listen Shark’s attack
- Prepair a shark and a school girl/ boy on cards
- Draw some steps on the board, then stick the girl/ boy on top of the steps, the shark is in the sea ( around the step) - Draw gaps for the word: MOON
- Get Ss into teams They have to try to guess the letter If their guess is right, they will get one mark
- The game cotinues untill Ss find out all the letter of the word MOON and the shark can’t eat the girl/ boy
- The game can go on with the words: temperature; lake; mountain
a Pre-teach vocabulary
- expert (n): chuyên gia - crater (n): miệng núi lửa
(104)While-listening
Post-listening
Presentation
Practice
- one- six : phần sáu - two- fifths: hai phần năm
b Predition
- Set the scene: You will listen to the description of the moon But before listening, you should read the statements on page 86 and guess which is correct and which is
incorrect
- Have Ss work in pairs to tick the statements that they think they are correct
- Have Ss listen to the tape twice and check their prediction * Answer keys:
a, c, d, f, i, j
- Give Ss some questions and ask them to work in pairs to answer them
a Why are there no sounds on the moon ? b How many craters are there on the moon? c How much will you weigh on the moon if you weigh 50 kilos on the earth/
d Will you sleep very well on the moon? Why? Why not?
- Let Ss listen to the tape once again and they check their answers
- Call on some Ss to read aloud their answers
- Correct their answers and let them listen to atape again if they can’t answer the questions
* Answer keys:
a Because there is no air on the moon
b There are about 30,000 craters on the moon c I will weigh only a little more than kilos
d no, we won’t because one day lasts for two weeks on the moon
- Ask Ss to practice asking and answering in pairs B Language focus 2,3,4
1 language focus 2
a revision of conditional sentences type 1 - Elicit from Ss;
* Form: If clause: Simple present tense Main clause; simple future ( will + infunitive)
* Use: We use this structure when there is a possibility that the situation in the if clause will happen in the future or is true in the present
b Pratice:
- Have Ss work in pairs to the exercise in Language focus on page 90
- Ask Ss to use the verbs in the box to complete the fives
Pair work
Pair work
(105)sentences, using conditional sentences type
- Call on some Ss to read their sentences before the class - Give feedback and correct
* Answer keys:
b Lan will miss the bus if she does not hurry c If Ha is not careful, he’ll drop the cup
d Mrs.Nga will join us if she finishes her work early e If Mrs.Binh writes a shopping list, she will not forget what to buy
2 Language focus 3
a Introduce conditional sentences type 2
- Set the scene: Ba is not rich so he can’t travel around the world
- Ask Ss to complete the sentence;
If Ba rich, he around the world
* Answer: If Ba were rich, he would travel around the world - Elicit form from Ss:
* Form: Main clause: would/ could/ might + verb If clause: past simple tense/ past
subjunctive
* Use: We use this structure to talk about unreal or unlikely present or future situation
b Practice
- Ask Ss to Language focus on page 90 They have to work with a partner and make conditional sentences type - Give feedback and correct
* Answer keys
b If Mr.Loc had a car, he would drive to work c If Lan lived in Ho Chi Minh City, she would visit Saigon Water park
d If Nam had an alarm clock, he would arrive at school on time
e If Hoa lived in Hue, she would see her parents every day
f If Nga owned a piano, she would play it very well g If Tuan studied harder, he would get better grades h If Na had enough money, she would buy a new computer
3 Language focus 4
- Give Ss the topic and ask Ss to dicuss in groups “ What would you if you met an alien from outer space?” - Give an example (in the book)
- Have each student write things he/ she would like to - Get Ss to share with their partners
- Call on some Ss to call out their sentences before class - Ask Ss to write 10 sentences, using conditional type and
Pair work
Whole class
(106)Homework Group work Unit 10: LIFE ON OTHER PLANETS
period 64: Section: read Date: I- Objective:
By the end of the lessson, Ss will be able to understand the text about a space trip II teaching aids
Textbooks, pictures III Procedure
Stages Content Activities
Warm up
Pre-reading
While-reading
Chatting
- Ask Ss to look at the picture in the book and ask them some questions to involve Ss in the topic of the lesson
Do you want to travel?
Have you ever traveled in our country or aboard? Have you ever dreamed of a trip to space?
Do you think traveling into space takes a lot of money?
a Pre- teach vocabulary
- push- up (v): hít đất
- orbit (n/v): quĩ đạo/ di chuyển theo quĩ đạo - totally (adv) : hoàn toàn
- marvelous (adj): tuyệt diệu
- Physical condition (n) : tình trạng thể lực
* Checking: slap the board
b Prediction
- Show the poster of five sentences on the board ( the statements are in the book )
- Have Ss work in pairs to put the statements in order to show what they need and get in joining a trip into space - Give feedback
- Have Ss read the text and check their guess, and ex.a
* Answer keys:
a-4 b-1 c-5 d-2 e-3
-Ex.b: Have ss read the text again and work in pairs to answer the questions on page 87
- Call on some Ss to answer the questions loudly - Correct their answers
- Get Ss to pratice asking and answering th questions
* Answer keys:
T-whole class
Whole class
(107)Post-reading
Homework
1 If you decide to take a space trip, you’ll have to run a lot, swim every day, and aerobics and push- ups to have an excellent physical condition
2 If you want to show you are in perfect health, you must get a letter from the doctor
3 You can see pictures of the earth, your country, interesting places, the oceans, the big rivers, the tall mountains
4 We can see those scenes 16 times a day We can walk on the wall or on the ceiling
* Discussion
- Give Ss the topic of the discuusion “ If you were able to take a space trip, what would you to prepare for the trip/ what would you like to bring along?
- Divide the class into groups The Ss discuss in grouds - Ask each groups to choose one leader who will present his/ her group’ opinions
- Help Ss to show their ideas
- Get Ss to write a short paragraph to answer the questions in the discussion
Individual
Group work
Adjustment:
Unit 10: LIFE ON OTHER PLANETS
period 65: Section: write Date:
I- Objective:
By the end of the lessson, Ss will be able to write an exposition abput the existence of UFOs II teaching aids
Textbooks III Procedure
Stages Content Activities
Warm up Jumbled words
- Write the words whose letters are in a random order on the board
(108)Pre-writing
While-writing
- Divide the class into two teams Ss from two teams go to the board and write the correct words The team which writes more correct words first wins the game
1 ucinionttrod = introdution oybd = body
3 nculcoonsi = conclusion tainmenterent = entertainment caret = trace
a Pre-teach vocabulary
- imagination (n): tưởng tượng - trick (n) : mẹo, kỷ xảo
- man- like creature (n) : sinh vật giống người - mysterious (adj) : bí hiểm
- flying saucer(n) : đĩa bay * Checking: What and where
b Matching
- Get Ss to exercise 6a on page 88
- Have Ss read the outline of an exposition in column A and put the paragraphs in column B in order to match the sections in A
* Answer keys:
1 introduction- ii Body - iii Conclution - i c Reading the dilogue
- Have Ss read the dilogue between An and Ba about the existence of UFOs
- Give Ss some questions to make sure they understand the dilogue
1 Does An believe there are UFOs? ( No, he doesn’t) Does Ba believe in UFOs? (Yes, he does)
3 What does An think about the UFOs?(He thinks that it might bepeople’s imagination)
4 Why does Ba think UFOs exist? (Because
newspapers talk a lot about UFOs and many people around the world say they have seen flying saucers0
5 What evidence makes Ba believe in UFOs? (Ther are plenty of photos of them and the mysterious circles on the fields
- Call on some Ss to answer the questions
- Get Ss use Ba’s opinion to write an exposition about the existence of UFOs
- Let Ss write the exposition individually then share with their partners and correct mistakes by themselves
Answer key:
I believe UFOs exist because articles and reports in newspapers talked a lot about their appearance
T-whole class
Pair work
(109)Post-writing
Homework
First, many people from different countries reported that once saw flying saucers
Second, ther are many photos of flying saucers and some of the photographers said they saw man- like creatures get out of the saucers
Moreover, people are discussing the mysterious circles on the fields in the countryside of Great Britain
So I think UFOs are not human’s imagination They are real, and we should be ready to welcome their visits - Collect some writings to correct the mistake before the class
- Call on some Ss to read aloud their writings
- Get Ss to write an expositio, using An’s opinion